IMPLEMENTATION COMPLETION REPORT INDIA...

Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 19042

IMPLEMENTATION COMPLETION REPORT

INDIA

TECHNICIAN EDUCATION PROJECT(CREDIT 2130-IN/LOAN 3195-IN)

March 10, 1999

Education Sector UnitSouth Asia Region

This document has a restricted distribution and may be used by recipients only in theperformance of their official duties. Its contents may not otherwise be disclosed without WorldBank authorization.

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CURRENCY EQUIVALENTS

Fiscal Year Exchange Rate Comment(Indian rupee-Rs/US$)

1989-90 16.66 Official Rate1990-91 17.95 ditto1991-92 24.52 ditto1992-93 36.41 ditto1993-94 31.36 Unified Rate1994-95 31.40 ditto1995-96 33.46 ditto1996-97 34.45 ditto1997-98 37.13 ditto1998-99 42.03 ditto

Note: A dual exchange rate system was created in March 1992 with a free market rate for about 60% of foreign exchange transactions ata rate of US$1.00 = Rs. 30.65. The exchange rate was reunified at the beginning of March 1993 at the free market rate.

FISCAL YEAR

April I to March 31

ABBREVIATIONS AND ACRONYMS

AICTE - All India Council for Technical EducationBTE - Bureau of Technical educationCOFMOW - Central Organization for Modernization of WorkshopsDEA - Department of Economic Affairs, Ministry of FinanceDGS&D - Directorate General of Supplies and DisposalsDOE - Department of Education, Ministry of Human Resources DevelopmentDTE - Directorate of Technical EducationEDCIL - Education Consultants India LimitedGOI - Government of IndiaIBRD - International Bank for Reconstruction and DevelopmentIDA - International Development AssociationIRG - Internal Revenue GenerationLRDC - Learning Resources Development CentreMHRD - Ministry of Human Resource DevelopmentMP - Madhya PradeshMPECS - Multi-Point Entry and Credit SystemNCB/LCB - National/Local Competitive BiddingNPD - National Project DirectorNPE - National Policy on Education 1986NPIU - National Project Implementation UnitSC - Scheduled CasteSPIU - State Project Implementation UnitST - Scheduled TribeTTTI - Technical Teachers Training InstituteUP - Uttar Pradesh

Vice President : Mieko NishimizuCountry Director : Edwin R. LimSector Manager Ralph W. HarbisonTeam Leader : Edward H. HeneveldTask Leader : Shashi Kant Shrivastava

FOR OFFICIAL USE ONLY


INDIATECHNICIAN EDUCATION PROJECT

(Cr. 2130-IN/Ln. 3195-IN)

TABLE OF CONTENTS

PREFACE

EVALUATION SUMMARY ....................................................................... i

PART I: PROJECT IMPLEMENTATION ASSESSMENT ................................................... I

A. Project Objectives ...................................................................... IB. Achievement of Project Objectives . ..................................................................... 2C. Implementation Record ...................................................................... 5D. Project Sustainability ...................................................................... 8E. Bank Performance ...................................................................... 8F. Borrower Performance ...................................................................... 9G. Assessment of Outcome ..................................................................... 9H. Future Operations ..................................................................... 9I. Key Lessons Learned ..................................................................... 10

PART 2: STATISTICAL TABLES ..................................................................... 11

LIST OF TABLESTable 1 Summary of Assessments .11Table 2 Related Bank Loans/Credits .12Table 3 Project Timetable .13Table 4 Loan Disbursements: Cumulative Estimated and Actual .14Table 5 Key Indicators for Project Implementation .15Table 6 Key Indicators for Project Operation .18Table 7 Major Studies Included in Project .21Table 8A Project Costs .23Table 8B Project Financing .23Table 9 Economic Costs and Benefits .24Table 10 Status of Legal Covenants .24Table 11 Compliance with Operational Manual Statements .25Table 12 Bank Resources: Staff Inputs .26Table 13 Bank Resources: Missions .27

ANNEXESAnnex A Mission's Aide Memoire .29Annex B Borrower's Contribution

This document has a restricted distribution and may be used by recipients onlyin the performance of their official duties. Its contents may not otherwise bedisclosed without World Bank authorization.


INDIA

TECHNICIAN EDUCATION PROJECT(Cr. 2130 IN/ Ln. 3195 IN)

PREFACE

This is the Implementation Completion Report for the First Technician Education Project inIndia for which IDA Credit 2130-IN in the amount of SDR 178.2 million (US$235.0 millionequivalent) and IBRD Loan 3195-IN in the amount of US$25.0 million was approved on May 1,1990 and made effective on December 5, 1990. Although approved originally as an IDA/IBRDblended project, the IBRD loan component was cancelled on December 5, 1991 at the Borrower'srequest. At the same time, SDR 18.4 million from the Credit amount were also cancelled as savingsanticipated due to significant devaluation of the local currency.

The Credit/Loan closed on September 30, 1998, instead of the original closing date of June30, 1998. There was one extension of three months in the closing date to allow supply andinstallation of equipment ordered whose delivery has been delayed. Last disbursement took place onMarch 8, 1999, with full utilization of the Credit.

The ICR was prepared by Messrs. S. K. Shrivastava (Task Team Leader), Y. Saran(Consultant) and G. S. Chandran (Consultant) of Education Sector (SASED) of South Asia Region.The report was reviewed by Messrs. Heneveld (India Education Team Leader), Harbison (SectorManager, SASED), Skolnik (Sector Manager, SASPH), Marke (LOAAS), Mam Chand(PDAT/SACIF), Ms. Imamura (LEGSA), peer reviewer Mr. Jamil Salmi, (Sector Leader, LCC3C),and Ms. Chassard (Country Anchor, India). The draft was also seen by former task leaders/managersMessrs. Cambridge and Odeh. The borrower provided comments and conducted a separateevaluation of the project that is included, in an unedited form, in Annex B.

Preparation of the ICR was begun during IDA's final supervision-cum-ICR mission, August28-September 22, 1998. A final short mission was conducted during November 1998. It is based onthe materials in the project files, missions observations from the field trips, discussions withteachers, students and employers, and discussions with various institutions including the NationalProject Implementation Unit (NPIU), State Project Implementation Units (SPIUs), TechnicalTeachers Training Institutes (TTTIs), and officials of the Government of India and States.


INDIA

TECHNICIAN EDUCATION PROJECT(Cr. 2130 IN/Ln. 3195 IN)

EVALUATION SUMMARY

1. Introduction: This was the third project in the sector in India. The first was a credit ofUS$12.0 million equivalent approved in 1973 to assist agriculture education. The second project,with the Bank Group support of US$280 million approved in 1989, supported the NationalVocational Training System. The Technician Education Project became effective on December 5,1990 and closed on September 30, 1998. To date, the Bank has funded five projects in the tertiaryeducation sector in India.

2. Project Objectives: The project supported specific policy reform according to new NationalPolicy on Education which was formulated in 1986 (NPE-86) and resulted in a Ten Year InvestnfentProgram. Its main objective was to make education in polytechnics (Government and government-aided) more responsive to the expansion of science and technology and the needs of the industry andthe rural sector through the introduction of new technology and training approaches in the projectStates. More specifically, the objectives were to: (a) expand the capacity of the polytechniceducation system; (b) improve the quality of polytechnic programs; and (c) enhance the efficiency ofmanagement and operation of the polytechnic system.

3. The Project Objectives were relevant, clearly defined, and their direct linkage to the nationalpolicies (NPE-86 and the Ten-Year Investment Program) was very strong. Development of specificobjectives and implementation strategies by the Directorates of Technical Education, with assistancefrom the four Technical Teachers Training Institutes (TTTIs), contributed to the ownership of theproject in most States. Within the overall scope of its main objectives, the project provided enoughflexibility to States to make necessary changes in various components over the seven and a half-yearimplementation period.

4. Implementation Experience and Results: Overall, the Project maintained steady progressin the achievement of physical targets with accelerated progress during the last 2-3 years. Theproject objectives of quality improvement and strengthening of management capacity were achievedand the physical targets were even exceeded by some States. With the exception of recruitment ofadditional staff in the TTTIs, all covenants have been complied with.

5. On overcoming the initial hurdles in the setting up and staffing of Project ImplementationUnits at the Center and in the States and adoption of working procedures, project implementationshowed significant improvement. The project was completed on September 30, 1998, with threemonths extension of the original closing date (June 30, 1998). This extension was permitted fordelivery of equipment already ordered. This timely completion with minor delay was due to thecompetent management of the State implementing agencies, the NPIU, and the NPD. The allocation

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of Credit proceeds to States and for the various components followed the criteria agreed between theBorrower and the Bank.

6. The total project cost at appraisal was estimated as US$382.7 million (Rs. 8327.22 million)of which IDA was to finance SDR 178.2 million (US$235 million equivalent) and IBRD US$25million with GOI financing the remaining amount Although approved originally as an IDA/IBRDblended project, the IBRD loan component was cancelled on December 5, 1991 at the Borrower'srequest. At the same time, SDR 18.4 million from the Credit amount were also cancelled as savingsanticipated due to significant devaluation of the local currency. At the close of the project, theCredit was fully utilized. The final project cost was Rs. 9991.12 million (about US$270 millionequivalent). The additional cost, in rupee terms, was due to inclusion of the State of Goa in 1993and revision of some project targets during implementation.

7. This was a very complex multi-State project covering 279 polytechnics in nine States, all atdifferent stages of development. The Review Reports show impressive achievements overimplementation period in all the 19 sub-components (Table 5 provides details of achievementsagainst targets). Some areas where the implementation exceeded the target or resulted inunanticipated gains include: (a) women's enrollment increased from pre-project average of 11% toabout 30 % against a target of 15.6 % due to major policy support by most States through reservationof seats in enrollment and employment of women, scholarships and awareness campaign; (b) a newpolicy framework, with active participation from the employers, is being finalized. This goes muchbeyond the anticipated scope of work of the Industry-Institute Interaction Centers/Cells and is likelyto establish a partnership with the industry in the management and financing of polytechnics; (c)with supporting policies and incentives introduced in many States, Internal Revenue Generation(IRG) is picking up. In spite of some States still lagging behind, cumulative IRG of Rs. 310 millionhas been reported and has the potential of further substantial growth; (d) TTTIs and the vast pool ofprofessionals available in India were properly utilized by the NPD in strategy formulation andevaluation studies. These included samnple tracer studies, evaluation of staff development courses,regular formative evaluation of project outcomes, preparation of strategy papers, and series ofseminars for senior project staff in States. Such interventions provided valuable feedback forcorrective actions that would enhance the sustainability of the project. Some of these are nowadopted by a few States in their management strategy.

8. Barring some shortcomings in Bihar, all States reached or exceeded their physical targets.Gujarat took lead in many new initiatives, including introduction of flexibility and continuingeducation/ distance education programs. Rajasthan followed by Madhya Pradesh introducedflexibility in most polytechnics. They also recorded major success in increase in enrollment ofwomen in technician education reaching 30% and 45%, respectively. Karnataka followed by UttarPradesh established two well-conceived polytechnics for the Handicapped to act as resourceinstitutions for training and research in future. Orissa took lead in introducing a large number ofhigh-tech post diploma courses. Goa, having joined late and losing another two years in start-up alsoreached its target just in time. Kerala maintained its steady pace of development for most durationof the project. The project in Bihar suffered due to very slow pace of release of funds to the projectand frequent changes in State Secretaries

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In summary the achievement of project objectives is as follows: (a) The Sectoral Policy objectiveswere achieved with major focus on flexible programs, autonomy to polytechnics, and closerinteraction with industry to ensure demand driven programs; (b) The Financial objectives of InternalRevenue Generation were achieved through multiple means - enhancement of fees, consultancy toindustry, and through full cost recovery in continuing education programs; (c) The InstitutionalDevelopment objectives were fully achieved with the establishment of all new polytechnicsproposed, introduction of many new technology programs at diploma and post-diploma level,strengthening of State Directorates, establishment of all curriculum development centers, staffdevelopment centers/cells, learning resource development centers and utilization cells, Industry-institute- interaction centers, and maintenance centers and cells proposed. All these new programsand units are having staff trained under the project; (d) The Physical objectives have been achievedand even exceeded in some States along with modernization of equipment (Table 5); (e) The Genderconcerns have been adequately addressed and the achievements exceeded targets; (f) A goodbeginning has been made in providing technical education to the handicapped through specialmethods of teaching and development of learning resources - this is now leading to a nationalinitiative in integrating the handicapped in the main stream of technician education.

9. Some key factors that affected project achievements were: (a) the project being in the Statesector and affecting the entire polytechnic education system in nine project States, there was fullownership of the project at the State level and most State Secretaries and Directors of TechnicalEducation provided the required leadership to ensure success of the project to make a difference tothe polytechnic education as a whole; (b) with frequent joint meetings/ reviews of all States withdetailed reporting by SPIUs/NPIU, publication of news letters by many States, NPIU and TTTIs andperiodic State/regional/national level workshops, there was considerable exchange of knowledgebetween States Directorates and between polytechnic principals within a State; there was also asense of competition between the project States; (c) the Project received full policy support at theNational level through the Education Secretary, the National Steering Committee, and the All IndiaBoard of Technician Education of the AICTE; (d) the services of professionals conversant with thetechnician education system at the Central, State and TTTI levels, were well utilized in projectimplementation. The National Project Director also being a Joint Educational Advisor (Tech.),ensured coordination between the sectoral policies and implementation; (e) significant delays increation of posts, staff recruitment and training affected the quality of teaching adversely for 3-4years in some States. Frequent changes in project staff in these States also contributed to variationsin project management; (f) the inability of the identified Central agency (DGS&D and subsequentlyCOFMOW) to cope up with large-scale purchases of diverse equipment, caused delays inprocurement. Reliance on more state-level procurement could have resulted in timely procurement,installation and utilization of equipment for training. Similarly, the slow implementation of worksby Government Departments delayed the benefits of the project to students by 2-3 years.

10. The Bank provided effective project preparation assistance and supervision to a complex andambitious project. There was a free and frank collegiate relationship between the Bank team and theNational team from the project preparation phase to the project closing. Overall, the project Statesconsidered the Bank's role to be very helpful and constructive. In retrospect, the Bank performancecould be flawed for two shortcomings: (a) the preparation team did not fully appreciate thecomplexities and problems in the creation and recruitment of such large number of qualified keystaff in technical areas in a timely manner; and (b) the limitations of likely key procurement agencies

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(DGS&D, PWDs) to cope up with large scale purchases of diverse equipment and construction forinstitutions spread all over India, were underestimated which caused delays in an otherwise wellimplemented project. Project implementation was enhanced by Joint Supervision missions with theNPD. With the task management responsibility passing on to the New Delhi Office during the lastfour years, the Bank's supervision became more effective.

11. The performance of the Borrower was satisfactory at all times, especially in theimplementation of quality components and promotion of women participation. However, centralprocurement and recruitment of key staff were delayed. The Borrower's project preparation waswell coordinated with States and had clearly defined objectives and programs. The projectimplementation staff in States and at the NPIU was professionally qualified, motivated, andcooperative but lacked any prior experience in implementation of World Bank assisted projects.Project progress and implementation problems were frankly shared with the Bank missions. TheNPIU was effective in dealing with problems and attempted to provide solutions in a timely fashion.The NPD, with support from MHRD officials at the highest levels, provided effective leadership inaddressing issues in States (e.g., appointment of teaching staff, allocation of funds, procurement ofequipment) and in providing guidance and policy support. Some States, could be faulted forinadequate allocation of funds (Bihar), delays in the appointment of key additional staff, frequentchanges in SPIU staff, and State Finance asking for additional justification for components alreadyagreed during negotiations.

12. Assessment of Project Outcomes: Achievement of most project objectives was highlysatisfactory with some targets exceeded and others showing some shortcomings. The ProjectDevelopment objectives and implementation progress were rated as highly satisfactory in theprevious review.

13. Future Operations: The sustainability of the project is highly likely. The Government fullyunderstands that India's future competitiveness in the technology intensive global economy is, to alarge extent, dependent on the nation's ability to establish and maintain a base of manpower withstrong technical skills. For this reason, the Government has long been committed to the polytechnicsystem as it has proved to be an important supplier of technically trained manpower to industry. Thesupport under the Ninth Five-Year Plan (1997-2002) indicates that there is no reason to expect thiscommitment to waiver in the foreseeable future.

14. A concern in the quest for sustainability has been the need to develop an effective fundingmechanism for resource allocation for quality improvement initiatives established by the project.The Government has committed funds to meet all recurrent cost for consumables O&M, and staffdevelopment. With improved participation of industry and the expanding income generationactivities of polytechnics, right conditions have been created for the sustainability of the project.Moreover, the new policy framework under review is expected to further refine the management andfinancing of the polytechnic system. Future support from the Bank, if any, being requested by theMHRD should focus on these policy aspects to further improve its labor market orientation.

15. All States reported that: (a) project supported/initiated activities have been integrated into theState plans; (b) during the operational phase, adequate funds would be available to completeunfinished works; and (c) funds would also be available to continue quality improvement activities.

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An operational plan, acceptable to IDA, has been prepared. It includes, among other details,completion of all unfinished works; appointment of remaining teaching staff in all polytechnics;continued support to in-service teacher training; installation and commissioning of newly receivedequipment, if still pending.

16. Key Lessons: Following is a summary of important findings and key lessons learned:

(a) It is possible for even a very complex multi-State project to be successful with fullownership and commitment of the States along with policy support and critical technicalassistance from the Center;

(b) Effective coordination and periodic joint reviews can lead to cooperation, knowledgesharing and healthy competition between project entities;

(c) With the current emphasis on decentralization, more Bank attention should be given tolocal implementers. Technical assistance should be provided by the Bank and theBorrower to these implementers at an early stage;

(d) In a complex multi-State project covering many States and such large number of wide-spread project locations, decentralized procurement would be more efficient;

(e) Timely creation and filling of key staff positions with qualified and trained staff is mostcritical for success of an education project to ensure quality. This should be a necessarycondition linked to disbursement in all such project involving heavy investments inbuildings and equipment;

(f) The project could have reached a higher degree of success with greater institutionalautonomy of polytechnics and decentralization.

(g) The very significant increase in women enrollment in polytechnics indicated their keendesire to enter new areas like electronics, computers, fashion design, architecture, etc., ifproper atmosphere and opportunities are created and supported by visible policy measureslike reservation in employment.

(h) Technical training of the handicapped needs special efforts, tools and teaching skills. Itsintegration in the main stream of technical education is a major challenge requiring majorR&D efforts and resources.


INDIA

TECHNICIAN EDUCATION PROJECT(Cr. 2130 IN! Ln. 3195 IN)

PART- I: PROJECT IMPLEMENTATION ASSESSMENT

A. PROJECT OBJECTIVES

1. Background: The modernization of Indian industry, which began in the 1980's, andsubsequent liberalization of the economy exposed the shortage of high quality technicians as amajor impediment to the globalization of Indian economy. Despite its impressive expansionthrough public and private investments (private Polytechnics experienced rapid growth during1980's), diversification of courses, and the establishment of four Regional TTTIs to provideR&D and staff development support, the system still could not satisfy the emerging needs of theeconomy. The main weaknesses were identified by the MHRD as: (a) problems related to itscapacity to adjust programs to changing market needs; (b) poor quality of graduates; and (c) thelow efficiency with which the system operated. In 1988, as a follow up to the country's newNational Policy of Education (NPE-86), Government of India formulated a 10 year technicianeducation investment program, to facilitate the supply of adequately trained technical manpowerto the industrial sector.

2. The project covered 279 polytechnics in the States of Bihar, Goa (included in the project in1993), Gujarat, Karnataka, Kerala, Madhya Pradesh (MP), Orissa, Rajasthan and Uttar Pradesh(UP), and the four regional Technical Teachers' Training Institutes at Bhopal, Calcutta,Chandigarh and Chennai. The State Directorates of Technical Education and Boards ofTechnical Examination were also strengthened. Bank group's assistance supported the projectgoals of policy reforms, institutional development and technology dissemination. The proposalwas appraised by the Bank in January 1990. The project became effective on December 5, 1990.

3. Project Objectives: The project supported specific investments in support of the Ten YearInvestment Program according to NPE-86. Its main objective was to make education inpolytechnics (Government and government-aided) more responsive to the expansion of scienceand technology and the needs of the industry and the rural sector through the introduction of newtechnology and training approaches in the project States. Specifically, the objectives were to: (a)expand the capacity of the polytechnic education system; (b) improve the quality of polytechnicprograms; and (c) enhance the efficiency of management and operation of the polytechnicsystem.

4. The Capacity Expansion Objective was to be achieved by: (a) establishing new co-edpolytechnics; (b) introducing new programs in new and emerging technologies; (c) establishingnew women's polytechnics, and women's wings in selected co-ed polytechnics; (d) setting up

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continuing education centers and cells; (e) offering continuing education courses for theindustrial, rural and informal sectors in polytechnics and community polytechnics; and (f) settingup training facilities for the handicapped.

5. The Quality Improvement Objective was to be achieved by: (a) strengthening teachereducation and training programs in the TTTIs; (b) establishing curriculum and learning resourcedevelopment centers; (c) modernizing laboratories/workshops; (d) establishing an equipmentmaintenance system; (e) initiating internal revenue generation activities; and (f) institutingfaculty development programs in the States.

6. The Efficiency Improvement Objective was to be achieved by: (a) strengtheningadministration and management of Bureau of Technical Education, state Directorates and Boardsof Technical education; (b) granting autonomy to a selected number of polytechnics; and (c)strengthening institute-industry collaboration.

7. Objective-wise, the financial allocations without contingencies were Capacity Expansion38% (Rs. 2204 million), Quality Improvement 48% (Rs. 2805 million) and EfficiencyImprovement 14% (Rs. 780 million). Initial expenditure for the project was to be incurredthrough State resources allocated to them under their respective Five-Year Plans and all eligibleexpenses were to be subsequently reimbursed by the GOI.

8. The Project Objectives were clear and their direct linkage to the national policies andprograms (NPE-86 and the Ten-Year Investment Program) was very strong. Development ofspecific objectives and implementation strategies by the Directorates of Technical Education,with assistance from TTTIs, contributed to the ownership of the project in most States. Withinthe overall scope of its main objectives, the project provided enough flexibility to States to makenecessary changes in various components over the seven-year implementation period.Objectives involving policy reforms (autonomy and flexibility, linkages with industry,computerized management information system) however lacked specificity in the overall scopeof policy reform. This lack of clarity was, to some extent, offset by closer interaction betweenthe National Project Implementation Unit (NPIU), State Project Implementation Units (SPIUs),Technical Teachers Training Institutes (TTTIs) and the All India Board of Technician Educationof AICTE.

B. ACHIEVEMENT OF PROJECT OBJECTIVES

9. Overall, the Project Review Aides-Memoire report steady achievement of physical targetswith accelerated progress during the last 2-3 years. The project objectives were achieved and thetargets even exceeded by some States. Their status is summarized next.

10. The Capacity expansion Objective has been fully achieved with some limitations, asfollows: (a) all the planned 67 Post-Diploma Courses and 148 new Diploma Courses have beenintroduced. The problem of non-availability of qualified teachers for some courses persists andrequires AICTE's attention for relaxation of qualifications; (b) eighteen new Coeducational

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Polytechnics have been established with three in Bihar still functioning in temporary locations.These three works may be completed by April 1999. The new Polytechnics have been appraisedby NPIU's specialist teams and corrective actions as required have been carried out. Twentyeight women's polytechnics/wings for women in co-ed polytechnics have been establishedagainst a target of 24 (UP has established four more women's wings with their own resources);(c) a total of 5609 hostel places for boys and 4199 places for women have been created in projectStates; Goa, Gujarat, Karnataka, Rajasthan, and UP achieved the targets; (d) eleven polytechnicsin the States of Karnataka, Kerala, and Orissa are performing the entire range of communitypolytechnic activities; (e) the Karnataka and UP project management teams have to becomplimented for establishing one polytechnic each for the handicapped in a very tight schedule.Faculty appointments and their specialized training will determine the success of theseinstitutions in future; (f) some 8500 persons benefited from the 93 Continuing EducationCenters, established under the project. With Gujarat, Karnataka, and Kerala accounting for 80%of participants, other States require that more attention be paid to these programs in their futureoperations.

11. The targets for Quality Improvement Objectives have been generally met and evenexceeded for a few sub-components, as follows: (a) all proposed State-level CurriculumDevelopment Centers have been established and curricula for new diploma and post-diplomacourses are under implementation. Revisions of all existing curricula in States, according toAICTE norms, have been completed; (b) against the original target of 21 polytechnics (revised to53) where flexible programs based on multi-point entry and credit system (MPECS) were to beintroduced, 84 polytechnics now offer such programs; (c) all the 7 staff development centers and208 cells in the polytechnics are functional and have exceeded the targets of planned staffmonths of training to teaching staff. Training of laboratory and workshop staff has, however,lagged behind (achievement being 75% of planned staff months of training); (d) establishment ofnew laboratories and modernization of existing laboratories and workshops have been achieved,about 10% with delays because of late completion of works and procurement of equipment; (e)the planned 9 State-level Learning Resource Development Centers (LRDCs) and 254 LearningResource Utilization Centers (LRUCs) have been established. Discussions with teachers andstudents confirmed the good quality of the new materials developed by LRDCs; (f) after repeatedserious concerns conveyed by IDA missions and efforts made by the MHRD at the highest levelto facilitate recruitment of key additional staff by States, 1937 (91%) of the 2124 newly createdteaching posts have been filled but some of these are still on ad-hoc or part-time basis; and (g)against planned 229 computer centers, 236 have been established in polytechnics and are in useby the continuing education and regular course students.

12. Most of the Efficiency Improvement objectives have been achieved. The status is asfollows: (a) to facilitate Industry Institute Interaction all the 8 State-level and 221 polytechnic-level Cells have been established and are contributing to the quality of training of students inpolytechnics with wide variations in effectiveness. Some have led to far reaching cooperationthrough Memorandum of Understanding (MOU) with local industry exceeding the expectationsin the SAR while many others in less industrialized areas are still having only limitedinteraction. Industrial visits by students and teachers, campus interviews, and frequent guestlectures by experts from the industry are on the increase. With the exception of a few industry-

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sponsored polytechnics, no major break-through in employer participation in management andfinancing of training activities is evident. A new policy framework for technician education (seeparagraph 13) is expected to accelerate this partnership with industry; (b) all States had beencautious and some even hesitant in granting autonomy to polytechnics. After considerabledebate on the purpose and scope of autonomous institutions, 30 polytechnics (including 10 inKarnataka in 1998) have been made autonomous against a target of 17. The degree and nature ofautonomy, however, varies. Some States have given financial or administrative autonomy; whilesome others have given only limited academic autonomy; (c) the establishment of 16Maintenance Centers in States and Maintenance Cells in 238 Polytechnics would ensureadequate maintenance of equipment in polytechnics; (d) in some States accurate informationregarding efficiency indicators - pass percentage, dropout rates and repetition rates,employment rates etc., is not available. Tracer studies conducted by the TTTIs, however, showexternal efficiency gains in project supported institutions in comparison to non-projectinstitutions.

13. Some Unanticipated Project Results: Project implementation has resulted in someimportant unanticipated gains or over-achievement of the SAR targets:

- A new policy framework, with active participation from the employers, is underfinalization. This goes much beyond the anticipated scope of work of the Industry-Institute Interaction Centers/Cells and is likely to establish a lasting partnership with theindustry in the management and financing of polytechnics.

* Women's enrollment in project polytechnics increased from 11% pre-project average toabout 30% against the planned project outcome of 15.6 % due to major policy support bymost States through reservation of seats in enrollment and employment of women,scholarships and awareness campaign; in MP these enrollments increased from 4.3% to45%. Kerala recorded an increase from 20% to 45%.

* Two special polytechnics for the Handicapped (in place of one proposed) have beenestablished. A good beginning has been made in developing special methods of teachingand development of learning resources - this is attracting attention and now leading to anational initiative in integrating the handicapped in the main stream of technicianeducation.

* With supporting policies and incentives introduced in the States, Internal RevenueGeneration (IRG) is picking up. In spite of some States still lagging behind, cumulativeIRG of Rs. 310 million has been reported and has the potential of further substantialgrowth when the proposed new Policy Framework is in place.

* TTTIs and the vast pool of professionals available at national level were properly utilizedby the NPD in strategy formulation and evaluation studies. These include tracer studies,evaluation of staff development courses, regular formative evaluation of projectoutcomes, preparation of strategy papers, and a series of seminars for senior project staff

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in States. These interventions have provided valuable feedback and refined projectinterventions that would enhance the sustainability of the project.

C. IMPLEMENTATION RECORD

14. On overcoming the initial delays in the setting up and staffing of Project ImplementationUnits at the Center and in the States and adoption of procedures, project implementation showedsignificant improvement. By mid-1993, a sense of project ownership became perceptible inmany States. A re-focussing of attention on quality improvement after the mid-term review andNPD's initiatives in developing a supportive policy framework in 1996 led to significantachievement of targets in related components.

15. Project Costs: The total project cost at appraisal was estimated as US$382.7 million (Rs.8327.72 million) of which IDA was to finance SDR 178.2 million (US$235.0 million equivalent)and IBRD US$ 25 million with GOI/States financing the remaining amount. Although approvedoriginally as an IDAIIBRD blended project, the IBRD loan component was cancelled onDecember 5, 1991 at the Borrower's request. At the same time, SDR 18.4 million from theCredit amount were also cancelled as savings anticipated due to significant devaluation of thelocal currency. At the close of the project, the Credit was fully utilized. The Borrower providedaround Rs. 1400 million of counterpart funds. The final project cost was Rs. 9991.12 million(about US$270 million equivalent). The additional cost, in rupee terms, was due to inclusion ofthe State of Goa in 1993 and revision of some project targets during implementation.

16. Credit Amendments: The Project experienced several other amendments to the CreditAgreement as follows: (a) increase in the disbursement rates for all categories of expenditure inNovember/December 1990 in the wake of the Gulf crisis and to bring it in conformity with theSecond Technician Education Project (Cr. 2223-N); (b) raising the ceiling for the Bank's priorreview for civil works from US$200,000 to US$300,000 in June 1991; (c) inclusion of Goa inthe project in July 1993; (d) reallocation of Credit funds in January 1997 to accommodatevariations in estimated costs; and (e) extension of the project closing date by three months toSeptember 30, 1998, to facilitate supply of equipment already ordered. Audit reports weresubmitted by most States in time throughout the implementation period

17. Compliance with Covenants: With the exception of recruitment of additional staff in theTTTIs, all covenants have been complied with fully or in a manner acceptable to IDA. Theallocation of Credit proceeds to States and for the various components followed the criteriaagreed between the Borrower and the Bank.

18. Procurement and Technical Assistance: Procurement of works, equipment, and technicalassistance (TA) were completed with delays. The problems experienced are summarized below:

(a) Of civil works at 257 locations, 5 works in Bihar could not be completed. Completiontime for civil works ranged from 2 to 4 years. Only 20% of the major civil workswere completed on time and about 25% works were delayed beyond 12 months of the

6

contracted completion date. Majority of works was entrusted to State Departments(SDs) with some 26% executed by Public Sector Undertakings (PSUs). In timelycompletion, PSUs performed better than SDs. Both SDs and PSUs followed, inaddition to IDA Guidelines, their own procedures and pace of construction. The StateDirectorates and SPIUs could not exercise desired control for timely completion ofconstruction. This was further compounded by multiple State level approvals requiredbefore inviting bids and finalizing contracts. The State Level Empowered Committeestook some time in becoming effective to provide a single window clearance and quickdecisions to expedite works.

(b) In the absence of detailed planning of services at design stage and the required inputfrom the end-user, modifications had to be carried out in completed buildings resultingin add-ons and delays. The delays resulted in substantial cost escalation. Yet anothercontributing factor to delays was inadequate provision of funds in some States(especially Bihar) leading to phasing of works. Completion of a few major works (2in Karnataka, 3 in Orissa, 3 in Rajasthan and 3 in UP) in scheduled time of 12-18months establishes that delays and resulting cost escalation could have been avoided.

(c) The central procurement agencies failed in varying degrees to organize procurementof equipment in a timely manner. Their complex procedures and computer systemsupport did not suit the requirements for the procurement of the large number andvariety of items needed by institutions spread all over the country according toschedule. They showed their inability to procure some of the indented equipment inthe final stages of implementation which had then to be procured by the States andwas the major reason for the extension of the closing date of the project by threemonths. The States, however, proved effective in procurement of equipment worthRs. 1486 million (58%), mostly through NCB. Timely preparation of the equipmentspecifications, bid packages, institution-wise lists of requirements, and moreprocurement by States would have minimized some of these delays.

(d) For technical assistance, US$4.2 million were utilized. Whereas most States madeappropriate use of local consultants and local training for staff, Kerala and Karnatakateachers had problems in attending programs out of the State due to tedious approvalprocess. No expatriate consultant was appointed and foreign training fell short of thetarget by about 17%. However, foreign expertise to some extent was availed by threeStates (MP, Kamataka, and Kerala) under some bilateral projects.

19. Staff Appointments: This remained a focus of attention in most review missions.Interventions at the highest level by MHRD, modifications in recruitment procedures by someStates, and continued follow-up by IDA missions finally resulted in filling of about 91%(including about 20% on ad-hoc/contract appointments) of 2124 created teaching posts. InJanuary 1996 IDA informed that it intended to stop disbursements if no progress was reported indefaulting States. Starting with delays in creation of posts, other reported reasons were: (a)lengthy recruitment cycle and rigidity in procedures for recruitment through respective PublicService Commissions of these States; (b) non-availability of qualified staff against reserved seats

7

(SC, ST, and other backward classes); and (c) time taken for obtaining the AICTE approvals foralternative qualification of teachers for new programs where candidates with the requisitequalifications were not available. These reasons are closer to reality as the polytechnic systemcontinues to operate with 10-15% vacancies. Problems of teacher recruitment have to beaddressed in future operation of the project and constitute the single most important reason forgrant of autonomy to polytechnics.

20. Studies: No specific studies were proposed in the SAR. But, following the suggestionsmade by the Review missions and at the initiative of NPIU and TTTIs, a large number of studieswas conducted during the project (Table 7).

21. Major Factors Which Influenced Implementation:

(a) the project being in the State sector and affecting the entire polytechnic educationsystem in nine project States, there was full ownership of the project at the State level,and most State Secretaries and Directors of Technical Education provided the requiredleadership to ensure success of the project to make a difference to the polytechniceducation as a whole;

(b) with frequent joint meetings/reviews of all States with detailed reporting bySPIUs/NPIU, publication of news letters by many States, NPIU and TTTIs andperiodic State/regional/national level workshops, there was considerable exchange ofknowledge between States Directorates and between polytechnic principals within aState; there was also a sense of competition between the project States;

(c) the Project received full policy support at the National level through the EducationSecretary, the National Steering Committee, and the All India Board of TechnicianEducation of the AICTE;

(d) the services of professionals conversant with the technician education system at theCentral, State and TTTI levels were well utilized in project implementation. TheNational Project Director, also being a Joint Educational Advisor (Tech.), ensuredcoordination between the sectoral policies and implementation;

(e) significant delays in creation of posts, staff recruitment and training affected thequality of teaching adversely for 2-3 years in some States. Frequent changes of keyimplementation staff in SPIUs, resulted in loss of sustained focus on key projectthrusts in some States and diverted their attention to the achievement of only physicaltargets;

(f) the inability of the identified Central agency (DGS&D) and subsequently COFMOW)to cope up with large-scale purchases of diverse equipment for some 280 institutions,caused delays in procurement. Reliance on more state-level procurement could haveresulted in timely procurement, installation and utilization of equipment for training.

8

Similarly, the slow implementation of works by Government Departments delayed thebenefits of the project to students by 2-3 years.

D. PROJECT SUSTAINABILITY

22. The sustainability of the project is highly likely. The Government fully understands thatIndia's future competitiveness in the technology intensive global economy is, to a large extent,dependent on the nation's ability to establish and maintain a base of manpower with strongtechnical skills. For this reason, the Government has long been committed to the polytechnicsystem as it has proved to be an important supplier of technically trained manpower to industry.The support under the Ninth Five-Year plan (1997-2002) indicates that there is no reason toexpect this commitment to waver in the foreseeable future.

23. A concern in the quest for sustainability has been the need to develop a funding mechanismfor steady provision of resources for quality improvement initiatives established under theproject. With improved participation of industry and the expanding income generation activitiesof polytechnics, right conditions have been created for the sustainability of the project. The newpolicy framework, under finalization, is expected to support these developments. Future supportfrom the Bank, if any, being requested by the MHRD should focus on policy aspects to furtherimprove its labor market orientation.

24. Major outcomes of the project, as expressed by some beneficiary groups of students,teachers, and students, during ICR mission are modernization of laboratories and workshops,systematic faculty development, and interaction between industry and the polytechnics. It wasalso stressed by these groups that all these initiatives should be actively pursued duringoperational phase of the project.

E. BANK PERFORMANCE

25. The Bank provided effective project preparation assistance to a complex and ambitiousproject according to the MHRD's Ten-Year Investment program. In retrospect, however, theBank could be flawed for two shortcomings: (a) the preparation team did not fully appreciate thecomplexities and problems in the creation and recruitment of such large number of qualified keystaff in technical areas in a timely manner; and (b) the limitations of likely key procurementagencies (DGS&D, PWDs) to cope up with large-scale purchases of diverse equipment andconstruction for institutions spread all over India, were underestimated which caused delays inan otherwise well-implemented project.

26. Project implementation was enhanced by Joint Supervision missions with the NPD. Withthe transfer of the task management responsibility to the New Delhi Office during the last fouryears, the Bank's supervision became more effective. The Borrower's view is that Bank'sreviews for construction and procurement contracts took a comparatively longer time during thetransition phase. During the last two years of implementation, the MHRD, with support from

9

Bank missions, realized the need of a new policy framework to achieve the outcomes defined inthe appraisal report and initiated its development with assistance from an Expert WorkingGroup. Overall, the project States considered the Bank's role to be helpful and constructive.

F. BORROWER PERFORMANCE

27. Overall, the performance of the Borrower was satisfactory at all times, especially in theimplementation of quality components and promotion of women participation. However, centralprocurement and recruitment of key staff were delayed. The Borrower's project preparation waswell coordinated with the States and had clearly defined objectives and programs. The projectimplementation staff in the States and at the NPIU was professionally qualified, motivated andcooperative, but lacked any prior experience in World Bank-assisted projects. Project progressand implementation problems were frankly shared with the Bank staff. The NPIU was effectivein dealing with problems and attempted to provide solutions in a timely fashion. The NPD, withsupport from MHRD officials at the highest levels, provided effective leadership in addressingissues in the States e.g., appointment of teaching staff, allocation of funds, procurement ofequipment) and in providing guidance and policy support. Some States could be faulted for:inadequate allocation of funds (Bihar), State finance requiring additional justification forcomponents already agreed during negotiations, project funds given as advance by GOI beingdiverted to non-project programs, frequent changes in the senior officials, delays in creation ofposts and appointment of key additional staff, and in providing State-level policy support toimplement key project components (autonomy, flexibility, IRG).

G. ASSESSMENT OF OUTCOMES

28. Achievement of most project objectives was highly satisfactory with some targets exceededand others showing minor shortcomings as indicated in paragraphs 10-12. The ProjectDevelopment objectives and implementation progress were rated satisfactory throughout theimplementation period of the project and highly satisfactory during the last two reviews. Factorsthat have contributed to this are: (a) the strong commitment of the National Project Directorate inMHRD which ensured that the sector policy support was consistent with the component thrusts;(b) the efficient management role played by National and State project implementation staff; (c)the inputs given by Bank's review missions; and (d) the support provided by the TechnicalTeacher Training Institutes, especially with regard to Quality and Efficiency components.

H. FUTURE OPERATIONS

29. Satisfactory future operation of the project would depend on the completion of remainingincomplete tasks and availability of State funds. Table 6 provides a summary of the operationalplan prepared by the Borrower and gives details of expected provision of funds for projectsupported or project initiated activities after the project closing. Continuation of qualityimprovement activities (teacher training, recruitment of teachers, curriculum development,

10

development of learning resources, etc.) are an important part of this plan. The Operational Planalso provides indicators for monitoring and evaluation of future operation.

30. Preparatory work for a follow-up project is in progress in many States. The proposedproject aims at consolidating the gains of the present project and implementing the policymeasures recommended by an Expert Group.

I. KEY LESSONS LEARNED

31. Following is a summary of important findings and key lessons learned:

(a) It is possible for even a very complex multi-State project to be successful with fullownership and commitment of the States along with policy support and criticaltechnical assistance from the Center;

(b) Effective coordination and periodic joint reviews can lead to cooperation, knowledgesharing and healthy competition between project entities;

(c) With the current emphasis on decentralization, more Bank attention should be given tolocal implementers. Technical assistance should be provided by the Bank and theBorrower to these implementers at an early stage;

(d) In a complex multi-State project covering many States and such a large number ofwide-spread project locations, decentralized procurement would be more efficient;

(e) Timely creation and filling of key staff positions with qualified and trained staff ismost critical for success of an education project to ensure quality. This should be anecessary condition linked to disbursement in all such project involving heavyinvestments in buildings and equipment;

(f) The project could have reached a higher degree of success with greater institutionalautonomy of polytechnics and decentralization.

(g) The very significant increase in women enrollment in polytechnics indicated theirkeen desire to enter new areas such as electronics, computers, fashion design,architecture, etc., if proper atmosphere and opportunities are created and supported byvisible policy measures like reservation in employment.

(h) Technical training of the handicapped needs special efforts, tools and teaching skills.Its integration in the main stream of technical education is a major challenge requiringmajor R&D efforts and resources.

11

India: First Technician Education ProjectTable 1: Summary of Assessments

A. Achievement of objectives Substantial Partial Negligible Not applicableMacroeconomic policies X

Sector policies X . _ _ .

Financial objectives X__Institutional development X

Physical objectives X _

Poverty reduction XGender concerns XOther social objectives X

Environmental objectives XPublic sector management X

Private sector management XOther (Specify) X

I :: r Likely I Unlikely UncertainB. Project sustainability X

IC. Bank performance Highly satisfactory Satisfactory DeficientIdentification a _ ___|

Preparation assistance L x_I

Appraisal _ X jSupervision | X

D. Borrower performance Highly satisfactory Satisfactory DeficientPreparation _ _X

i Implementation >:l Covenant compliance X| Operation (if applicable) x ________,X_

| Highly Satisfactory Unsatisfactory Highlysatisfactory unsatisfactory

E. Assessment of outcome X |_I_I_ I

12

Table 2: Related Bank Loans/Credits

Credit/Loan Achievement/Purpose Year of approval Status

Past Operations

Cr. 342-IN To support University level agricultural education and research at Assam 1973 Closed in 1982Agricultural Education Agricultural University, Rajendra Agricultural University in Bihar andProject Institute of Agricultural Research in New Delhi. PPAR noted that most of the

objectives of the project had been achieved.

LN 3093-IN To improve the quality of instruction in department of Electronics in selected 1989 Closed in 1996Electronics Industry engineering colleges and polytechnics through modernization of equipment,Development- HRD staff development, learning resource development and industrial training ofcomponent students. Project objectives were achieved.

Ongoing Operations

Cr. 2008-IN To support the implementation of GOI's long term program to modernize and 1989 Closed on 12/31/98 afterVocational Training restructure National Vocational Training System two extensions

Cr. 2223-IN To support GOI's Ten year Technician Education Investment program, for 1992 To close on 6/30/99Second Technician capacity expansion, quality improvement and efficiency improvement of theEducation Project technician education system in 10 project States.

Cr. 2699-IN To improve the quality and relevance of higher agricultural education and in- 1995 To close on 12/31/2000Agricultural Human service training in Andhra Pradesh, Haryana and Tamil Nadu.Resource DevelopmentProject

13

India: First Technician Education ProjectTable 3 Project Timetable

Steps in Project Cycle Date Planned Date Actual/Latest______________________________________ _______._____________________estim ate

Identification 06/04/88 06/04/88

Preparation October 1988 April 1989

Appraisal October 1989 01/15/1990

Negotiations January 1990 March 9-12, 1990

Board Presentation March 1990 5/1/1990

Signing j June 1990 8/13/1990

Effectiveness September 12/05/1990_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1 9 9 0_ _ _ _ _ _ _ _ _ _ _ _ _

Mid Term Review Second half 9/20/1994 - 10/20/94

________ __._____________ _19_ 9 9 4Project Completion 06/30/98 09/30/98

Loan Closing 09/30/98 12/31/98

14

Actual cumulativeActual

Year Estimates (Cumulative) (ctual as % of Total

Credit (revised)SAR Revised

(US $ millions) (US $ millions)1991 11.00 17.00 14.79 6.561992 38.57 32.00 30.45 13.501993 78.96 54.00 52.80 23.401994 125.24 80.00 77.62 34.401995 170.15 108.00 104.66 46.391996 211.03 136.00 128.49 56.951997 245.04 168.00 166.14 73.641998 260.00 200.00 193.76 85.881999 260.00 225.64 225.63 100.00

Table 4: Credit Disbursements, Estimated and Actual

300.00

, Estimateso9i150.00 - W 1 L -- S(Cumulative)E SAR (US $

0 ~~~~~~~~~~~~~~~~~~~~millions)

@000.00 U Estimates(Cumulative)Revised (US

50.00 $ millions)

0.00 (Cmumulative)(US s

Ye-ar 2 millions)

15

India: First Technician Education ProjectTable 5: Key Indicators for Project Implementation

Objectives & Sub Components Estimated Outcome Actual Comments_ _ ___I (Achievement %)

As per | Modified*SARl

1. CAPACITY EXPANSION

New Diploma Courses 150 (70) 148 (83) 148 (83)

Total Number (Type of Courses) l l (100%)

| New Post Diploma Courses 89 (52) 67 (45) 67(45)Total Number (Type of Courses) [ I (100%) l

New Co-ed Polytechnics 19 17 18 Film & Television Institute is separated from an existing(I100%) polytechnic in Orissa.

Strengthening newly established polytechnics 35 43 43 (100%)

Continuing education centers and cells in polytechnics 68 [ 10+82 10+83 One additional continuing education cell for thel___________________________ _ l_ _ [ _(over 100%) handicapped established in U.P.

Community polytechnic activities in selected polytechnics 21 11 11 Community polytechnic wings in all other polytechnics*___________________________________________ 1 I________ _________ (100%) supported under another scheme of GOI

Residential Women's Polytechnics and Wings for women 11 22 1 24 28* *UP has established four additional Women wings inin Co-ed polytechnics 11 (over 100%) existing polytechnics from its own resources.

Hostel places for boys 0 6530 | 5709 5609 (98.2%) |

Hostel places for girls 0 3660 4283 4199 (98%) _

Faculty houses 1 1295 870 863 (99.2%) 1

Staff Quarters l 1639 1296 1 1292 (99.7%) _

Number of new labs and workshops created 1 1384 j 1014 983(97%) Remaining labs/workshops are under construction

* Indicators were modified in December 1994, subsequent to the mid-term review of the project.

16

Objectives & Sub Components Estimated Outcome Actual Comments_ _ ~ (Achievement %)

As per j Modified

II. Quality Improvement

Modemising Labs in Polytechnics. Number of 229 235 235Polytechnics and number of labs. (2444) (2816) (2816)

(100%)

Setting up Staff Development Centers and Cells in 10+152 7 + 203 7 + 208Polytechnics (above 100%)

Setting up Computer Centers 147 229 236(103%)

Introducing flexibility in program offering (MPEC) 21 53 84 Gujarat, Madhya Pradesh and Rajasthan have introducedNumber of Polytechnics l (158%) flexibility in most of their polytechnics.

Faculty development: Number of teachers trained 7797 8502 7901 (93%) Shortfall due to delays in appointment of regular facultyPerson-months of training conducted - 20775 21043 (101.3%) X

Setting up Curriculum Development Centers 9 8 9 (100%) |% of courses with curricula updated within last 5 years 100% 100% 100%% of new courses for which curricula developed 100% 100% 100% ir iSetting up LRDCs and LRUCs 10+152 9+254 9+254 (100%) Target revised to cover most project polytechnics

% of trained teaching staff 72.5% 96.1% 89.6% (930%) Shortfall due to delays in appointment of regular faculty

% of teaching posts filled (overall) 98% 100% 88.7% Bihar, M.P. & Orissa have highest % of vacancies.Teacher Student Ratio - 1:15 1:15 Bihar & Karnataka have higher ratios.Percentage of SC/ST Students 24.4% 24.4% L 28.3% l

17

Objectives & Sub Components Estimated Outcome Actual Comments(Achievement %)

As per ModifiedSAR JI______dified

III. Efficiency Improvement

Key additional staff in State Level Centers (SPIU, DTE, 190 209 178 Bihar, Orissa and Gujarat have unfilled posts.

BTE); Curriculum Development Centers and in LRDC & (85%)

LRUCs

Setting up Industry Institute Interaction Centers & 10+186 7 + 221 8 + 221Polytechnic Cells (100%)

Autonomous Polytechnics 24 17 30 Bihar has accorded autonomy to 7 out of proposed 12.(176%) Madhya Pradesh and Karnataka have exceeded target.

Maintenance Centres and Cells in Polytechnics 17+262 15 + 243 16 +238

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ _ _ _ _ (99 %/ ) .__ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _ _ __9

Key additional staff in polytechnics for new programs 2698 2124 1937(91%) Most posts in Bihar filled with temporary staff.

Average Diploma pass rate 77.5% 78% 76% Pass rates reported low in M.P. and Karnataka. Gujaratand Rajasthan have flexible programs and hence notincluded in the analysis.

Average Drop-out rate 5.8% 5.8% 3.4%

Time taken to publish exam results (Average) 5 weeks 5 weeks 6 weeks U.P. and Kerala still take 8 weeks.

IV. OTHER-INDICATORS _

Capacity Expansion

Additional student places created 24665 24475 24575(100.4%)

Percentage of women students in all polytechnics 15.6% 22.4% 29.6%(132%)

Quality ImprovementLevel of modernization of laboratories/workshops 87% 100% 85% Level of modernization less than 65% in Bihar.

Utilization of foreign fellowships (person-months) - 431 356.5 Bihar and Rajasthan utilized less than 50% of fellowships.(83%)

18

India: First Technician Education ProjectTable 6: Key Indicators for Future Project Operations

Project Components Actions proposed Performance Indicators Monitoring Evaluating

________________________ _ ______________.. __________________________ _ ________A _______________. _ _ A g en cyCivil works Bihar has made a provision to complete Polytechnics start functioning in new DTE, Bihar

remaining works at 5 sites by April 1999. building.

2. Equipment procurement A budget provision of Rs.62m has been made in Modemization of laboratories carried DTE, BiharBihar, to complete procurement by 3/99. out as planned.

3. Filling up staff vacancies Reduce the vacancies to less than 10% by January Meeting the prescribed AICTE normns DTE2000. in all programs/polytechnics

4. New Technology Programs Programs will be reviewed periodically based on -Utilization of budget * DTEIndustry needs. * Staff months of training * TTTIsAppointments will be made to fill vacant posts. * Employment of graduatesProvisions will be made to continue staff training. * Vacancy level. (staff)New courses will be introduced as per needs.Financial provisions made by states: GujaratRs.610m (for all components), Kerala Rs.200m,Orissa Rs.77.2m, Uttar Pradesh Rs.409m, GoaRs.28.2m

5. New Polytechnics * Financial provisions made in State Five-Year * Occupancy of student places. * DTEPlans. Uttar Pradesh Rs.640m, Orissa * Employment of graduates. * Student/teacher/ industryRs.37.4m, Kerala Rs.40m. * Internal Resource generated feed back

* Changes in curriculum and intake will be through continuing education * TTTIsmade on the basis of industry needs. programs.

* Staff vacancy will be kept at a minimum. * Percentage of trained staff.* Staff training will be provided as per AICTE

norms.* Maintenance of building and equipment will

be given priority.

6. Increased access to women * Reservation of seats will be made for * Reduced drop-out rate * DTEstudents, and posts for teachers, in states * Increase in percentage of women * TTTIswhere participation is still low. students, teachers

* Scholarships introduced during the project * Employment ratewill continue. * Meeting demand for hostel

* Provision for facilities like hostels, and places.employment guidance will continue.

* Budget allocations to continue activitiesproposed, Uttar Pradesh Rs.77.5m, Orissa

19

Rs.2.5m* More polytechnics for women will be set up

in Uttar Pradesh.7. Continuing Education * Provisions made in IX Plan and annual * Number of courses offered/ * SPIU

budgets Uttar Pradesh Rs.0.5m, Kerala beneficiaries attending courses. a Advisory CommitteesRs.5m * Income generated. formed by DTE

* Short-term courses on self-financing basis * Industry participation in * Impact studies by TTTIswill continue to be offered by C.E. Cells. planning.

* Provision for engaging short/long termexperts when required.

* Staff training on continuing education will bedeveloped/procured.

8. Teacher training * Financial provisions for continuing teacher * Person months of training/year * Staff Development Celltraining made in Kerala (Rs. 1 5m), Orissa * Annual staff development plans at DTE(Rs.5m), UP (Rs.66.4m), Rajasthan (100 of individual polytechnics and * SPIUstaff months/year) consolidated plan for the State * TTTI Study/survey

* Continued provision for staff development in Utilisation of allocated funds. * Teacher feedbackstates. * Appropriate deployment of

* Enhancing fees to be charged by TTTIs for trained teachers.staff development.

9. Modernisation of . Financial provisions made in IX Plan, in UP * Utilisation level for regular/short * SPIUWorkshops/ Laboratories (Rs. lOOm), Orissa (Rs.90m), Kerala term training. * DTE

(Rs.150m) D Level of maintenance (low * Log Books* More hi-tech training equipment will be down-time). * Impact Studies

_ iintroduced. l l

10. Curriculum development * Financial provisions made for continued * Curriculum meets TEB/Industry * BTE Committee Review

activities - Kerala (Rs.5m), Orissa requirements 0* Curricula evaluation(Rs.2.5m), UP (Rs.3.13m) R Introduction of flexibility studies by TTTIs

* Feed back from industry will be obtained.* Programs will be made more flexible.

11.l Strengthening State * Financial provisions made in IX Plan, UP * Results declared without delay. * State Department ofDirectorate/ State Boards (Rs.35m), Orissa (Rs.60m), Rajasthan Technical Education

(Rs.1m). * AICTE/TEB Review* Staff training will continue. Committees* MIS will be made operational.* Program reviews will be undertaken every

year.* Student assessment and certification

_______ improvement. ___._.L__.._....__..._ _...

20

12. Grant of autonomy * Provisions made to maintain autonomous * Institute/Program accreditation. * AICTEstatus. * Number of institutions given * Committee appointed by

* Financial provisions made as required - UP autonomous status. State Department(Rs. 15m), Orissa (Rs.20m) * Institutional evaluation on * SPIU, DTE, BTE

paramneters of excellence. * T.T.T.I.

13. Flexibility in Programs * Financial provisions made. * Choices available to students, * BTE* Propose to extend to other programs. and extent of multi-level entry. * SPIU* Introduction of innovations such as * Average time-taken for program * Student/Teacher/

competency based curricula will be tried out. completion. Employer Feed-back* Student employment rate. * Impact Studies* Skill oriented course availability.

14. Industry-Institute * Financial provisions made in IX Plan Orissa * Number of collaborative * SPIU/DTEInteraction (Rs.4m), Kerala (Rs.5m) programs with industry. * Advisory Committee

* I.I. Centres will continue to function. * Number of industries involved. Review* All posts required will be filled and * Student training per year. * Student/Industry feed

personnel trained. * Areas of industry involvement. back.* Placements made.

15. Maintenance System * Financial provisions made in IX Plan UP * Level of operational status of * SPIU/DTE Review(Rs.l5.5m), Orissa (Rs.23m), Kerala equipment.(Rs.5m), Rajasthan (Rs.8m) * Level of Building maintenance.

* More powers to Principals for expenditure on * Budget utilisation.maintenance, as required, will be given.

* Provision for staff and staff training will begiven.

16. LRDCs_LRUCs * Financial allocation made in IX Plan. UP * Relevance of LRs produced. * SPIUs/DTE(Rs.6.7m), Orissa (Rs.6m), Kerala (Rs.5m) * Use of LRs by students/teachers. * Student/teacher feed

* LRDCs will continue to develop and procure * Output of LRDCs. backLRs. * Income generated by LRDCs * LRUC Log Book

* Resource person development and faculty * Impact Studiestraining.

* Posts remaining unfilled will be filled.

17. Computer Centres * Financial allocations made in IX Plan Orissa * Utilization level of facilities. * SPIU/DTE Board of(Rs.8m), Kerala (Rs.20m), Rajasthan * Updating of facilities. Governors(Rs.56m) * Training Program

* Computer training proposed for all Schedulesstudents/teachers. * Student/Teacher/particip

* Utilization for short courses will be ant feedback.encouraged.

* Provision to acquire new software made.

21

India: First Technician Education ProjectTable 7: Major Studies included in Project

[ ]f Study Purpose as defined in appraisal/ Status Impact of Studyl X___ j _________________________________________ redefined 11 _redefined

1. Assessment of job potential and planning To develop diploma programs in new Completed in Diploma programs developed were need basedand development of new diploma programs technology areas. 1992-93 and relevantbased on current and near future demands ofengineering industry. l

2. A study to assess the recruitment cycle time To determine factors responsible for 1992 Reduction in recruitment cycle.for appointment of teachers. delays in teacher selection and

| appointment. l

3. Study of existing patterns of teacher To identify different patterns of teacher 1993 Rationalization of teacherrecruitment, in polytechnics. employment and career development in recruitment/deployment.l____________________________________ Jj project states.

4. A study of current status of Directorates and To assess effectiveness of present 1993 Strengthening of DTEs and BTEs.Boards of Technical Education structure and activities of DTEs and

I Jj BTEs

5. | A study for preparing job descriptions for 1 To assess training needs of technicians 1994 Used to revise diploma and advanced diplomatechnicians employed in hi-tech industries. in hi-tech industries. curricula in Electronics & Computer

l I ll ll l ~~~~~~~~~~~~~~~~~~~~Technology.6. l Review of the process of equipment To review procedures of procurement, 1994 Some improvement in procurement cycle.

procurement for project states by DGS&D. supply and installation, and problemI L _ _ _ _ _ _ _ faced. __ _

7. 3 A study to evolve models of participatory Strategy design through analysis of 1994 Models evolved and shared with DTEs.governance and internal management of practices in well performing

l Polytechnics. polytechnics. ___ eco_ me__ ations_adopted_by_project_states.8. D National study of Women's education and To identify hurdles faced by women job 1994 Recommendationsadoptedbyprojectstates.

t employment in the technical field. seekers in technical field. 3__

9. if Study of the status of training and placement To assess adequacy of services 1995 Improved training and placement services atservices being provided by the polytechnic provided. Polytechnics.

l system. l _ _ __

10. Effectiveness of promoting entrepreneurship Developing an alternative model for 1996 Experiences of this project were documented,through entrepreneurial circles. 1 promoting entrepreneurship. f presented and discussed in a National seminar.

It It R fThe report of this project is available for use by_______ ______ _______ ______ ______ lt __________ _________ _______ _ the polytechnics.

22

Study l Purpose as defined in appraisa! Status Impact of Study

redefined l l_l

11. Snap study on development of a system for Analysis of current employment 1996 (six Creation of new mechanism and systems for

improvement of Pass-out Employment situation in selected polytechnics and states) enhancing employment of pass-outs.

access. states.To evolve a system which can beintroduced in polytechnics to improve

l employment access.

12. 1 Internal revenue generation by Technical To study practices and avenues of IRG 1998 Guidelines and innovative strategies evolved

Institutions in the Southern Region. in polytechnics. and circulated to polytechnics.

13. l Training needs of polytechnic teachers and Training needs analysis for improving 1998 Faculty and instructor development plans of

lab technicians in using modern equipment. laboratory instructions. states.

14. A study of Staff Development Plans To analyze current staff development 1998 Strategy improvement.

designed, their implementation and effect on effort.

Polytechnic performance.

15. Regional Tracer studies on polytechnic pass- An analysis of pass-out employment and 1998 Data circulated to states as feedback.

outs. career progression. d_and_new

16. A study on policy initiatives in technician jTo develop strategies to sustain gains 1998 |Draft National Policy formnulated n e

education. for the project and to encourage pursuit initiatives proposed.

________________________________ __ l lof excellence. __L

Note 1: No studies were formally identified in SAR. However, a large number of studies were undertaken/suggested during project implementation.

Note 2: Fourteen studies relevant to different project states have also been completed and their findings utilised in project implementation. Twenty

studies are in progress in areas such as: Multi point Entry and Credit System, Industry - Polytechnic interaction, Women's participation

in technical education, Pass and drop out rates, Continuing education, Working of Curricula and Learning Resources Development Centres, Equipment

utilization, Faculty Development, etc. the results of which would be useful during the future operation stage.

Note 3: In addition to the above studies, 16 National/Regional State level Workshops were conducted, covering all important project components.

23

India: First Technician Education ProjectTable 8A: Project Costs

ITEM Appraisal estimate (US$M) ActualiLatest estimate (US$M)Local Costs Foreign Costs Total Local Costs Foreign Costs Total

I) Investment Cost1.Civil works 103.13 34.38 137.51 126.10 0.00 126.102.Furniture 1.68 6.30 0.003.Equipment . 32.57 8 70.75 5.73 76.484.Vehicle 2.47 2.47 4.94 1.24 0.00 25.Books 1.49 7.43 4.61 0.00 6. Local Fellowship 5 0.00 5 1.97 0.00 1.977. Scholarship for Girls 0.00 7 0.17 .008.Foreign Fellowship 0.38 3.40 1.12 1.949.Local Consultant 1.70 0.00 0.88 0.00 0.8810.Foreign Consultant 0.29 .97 0.08 0.08 TOTAL ,78.3 76.T 276.6 212.92 6.93 21911) Recurrent costs11 .Salaries of additional staff 76.96 0.00 76.96 37.95 0.00 37.9512.Consumable Materials 6.86 1.71 8.57 2.89 0.00 2.8913.0peration & Maintenance 9.25 0.49 9.74 9.34 0.00 9.34SUB TOTAL 93.0 2.20 927 50.t8 0.00 30.8III) Total base costs (1+11) 272.0 78.87 35.87 263.10 6.93 270.03IV) Contingencies 9.47 22.37 31.TB 0.0u 0.00 0.0TOTAL Project costs IlIl to IV 281T.7 101.24 38!271 2 F631 6.93 277U0.

Note: 1) US$1 = Rs.37.81 (average over project period)2) There will be foreign cost component (indirect cost) in other items like construction, books,

consumable, operation & maintenance etc. However, the precise value of this component isdifficult to estimate and hence has not been indicated.

India: First Technician Education ProjectTable 8B: Project Financing

Source Appraisal estimate (US$M) Actualllatest estimate (US$M)Local cost Foreign costs Total Local costs Foreign costs Total

IBRD/iDA 101.24 218.91 6.93Cofinancing institutions 0.00 0.00 0.00 0.00Other external sources 0.00 0.00 0.00 0.00Domestic contribution 122.71 0.00 1 44.19 000 44.19TOTAL 281.47 101.24 37 263.10 6.93 270.03

Note 1: In the local cost mentioned above (US$261.17million), there would be a component of indirectforeign cost which can not be estimated precisely, and is hence not indicated in the chart given above.

Note 2: The percentage of IDA contribution in the actual total cost was higher than SAR estimate as aresult of credit amendments.

24

India: First Technician Education ProjectTable 9: Economic Costs and Benefits

Not Estimated

India: First Technician Education ProjectTable 10: Status of Legal Covenants

Agreement/ Covenant Present Original Revise DescriptionSection type status fulfillment d Of CommentsReference date fulfill t Covenant

I ~~~~~mentmdaetnet

CreditAgreementSchedule 6 C 11/11/90 _ Agreement to be duly authorised and ratified byPara 2 project statesSchedule 3 02 C TTTIs to generate internal revenue and utilisePara 1 operating costsSchedule 3 05 C 1/31/91 Develop and institute Fellowship TrainingPara 2 Programme

Schedule 3 04 CP Provide staff, funds and facilities for National NPD, NPIU staffed.Para 3 Project Directorate, NPIU and key staff in TTTIs TTTIs engaged consultants

Schedule 3 05 C No Polytechnics to be started without AICTEPara 4 approval

Schedule 3 09 C Annual Reviews against monitorable benchmarksPara 5

25

ProjectAgreement _Schedule 2 05 C Provide key additional staff, institute a faculty 97% posts created, 91%

Para I development system filled.

Schedule 2 10 C Develop and expand program for women

Para 2 I

Schedule 2 10 C Introduce multi-point entry and credit system in 4 states have exceeded

Para 3 selected disciplines and polytechnics targets

Schedule 2 10 C Promote Industry-Institute interaction, by creating I.I.

Para 4 cells, appointing officers, and developing programs

Schedule 2 02 C 12/31/90 Review and enhance internal revenue generation,

Para 5 through various ways and means.

Schedule 2 02 C Charge fees to recover full costs for ContinuingPara 6 Education Program for industry

Schedule 2 04 C Provide grants for maintenance of buildings and

Para 7 equipment. Delegate powers to Polytechnic Principalsto undertake annual maintenance

Schedule 2 05 C 12/31/90 Draft annual plans for introducing new centres, staff

Para 8 1 development, construction

Schedule 2 09 C 1/31/91 Undertake annual review of project progress against

Para 9 monitorable benchmarks

Status: C - Complied with CP - Complied with partiallyCovenant type 02: Financial performance 04: Counterpart funding 05: Management aspects

09: Monitoring, review, reporting 10: Implementation

India: First Technician Education ProjectTable 11: Compliance with Operational Manual Statements

Complied with all statements.

26

India: First Technician Education ProjectTable 12: Bank Resource Staff Inputs

Stage of Project Cycle Planned Revised ActualWeeks US $K Weeks USK WeVs

Through Appraisal 119 200 119 200 126.5 230.2

Appraisal through Board 32.8 50 32.9 50 22.8 43.9Approval

Board approval through 5 12 5 12 9.7 21.3effectiveness

Supervision 280 560 300 600 302.5 609.36

Completion 24 49.8 24 49.8 20 38.1

TOTAL 460.8 871.8 480.9 911.8 481.5 942.86

27

India: First Technician Education ProjectTable 13: Bank Resources: Missions

______________ - |_______ -_________ - Performance RatingStage of Month/ Number Days Specialised staff skills Implemen- Develop- Types of problemproject cycle year of in represented tation ment

persons field l status L objectiveThrough 6/88appraisal 4/89

8/89 5 75 Mg, Arch, TE, EP,10/89 EqSp

Appraisal || 3/90 1 Ah TB EP

through Board 5/90 4 - Mg, Arch, TE. EPapproval _ I _ _ rc . _

Supervision 10/90 f 5 10 Ec, Arch (2), TE, EP 2 1

i 5/91 4, 4 8 7 Ec (2), TE il 1 1_____________ |10/91 !! 4 12 ] Ec, TE, HRE, Arch If 2 1 Staff vacancies______________ "7/92 I 4 E 13 ][ Bc, TE, HRE, Arch I 2 1 Procurement delaysI I lO_________ 10/92 | 5 Ei 14 j Bc, TE (2), Arch,HRE j| 2 1 l Minor staff vacancies____________ jj1/93 3 | 13 Ec, TE (2) If 2 1 1 Staffvacancies|______________ "5/93 3 13 Ec, TE (2) If 2 1 Recruitment delays| _____ I ~7/93 3 17 Ec, TE (2)2 1 l Admission delays in

If 17 j1 Bc, TB 11 ~ iF Biharl____________ ll11/93 5 5 Edu (2), Ec, TE, Arch 2 2 Recruitment delays

Ill3/94 4 11 6 Bdu(2), TE, Arch 2 2 Inadequate systemI ______________ R ________ I __________ If 1 _____________________ 11 11__________ 11________ m onitoring(Mid Term 10/94 6 I 30 Edu (2), TE (2), Arch If S S ISlowimplementation

| Review) I I __il __ 2151iin four StatesReIew) If _____2/95 5 8 Edu (2), TE (2), Arch S i S Teacher vacancies

|9/95 j 3 if 3 TE (2), Arch S S Delays inI ______________ I I_______ __________ JI Ii ______________________ I ll__________ [ _ _ _ I Procurem ent______________ If 3/96 3 10 L TE (2), Arch S || S Staff vacancies

| 9/96 1 4 I 0 Mg TE, Edu, Arch || S jj S If Inadequate Financiall I I l ll ll ll ll ~~~~~~~~~~~~~~~monitoring .

___________ If 3/97 J 3 E 22 11 TB, Edu, Arch s L s I Procurement delaysI__________ 1f ~"19/97 4 11 13 11 Mg, TE, Arch, EqSp 11 s s 11 Procurement delays

ll_______ 15/98 jg 4 7 If Mg, TE (2), Arch, TE HS S If Procurement delaysrCompletion | 8/98 5 12 Mg, TE (2), Arch, BqSp nHS I H

Abbreviations: Ec Economist; Edu Education Specialist; TE = Technical Educator; Arch Architect;HRE = Human Resource Economist; EP = Education Planner; Mg = Management;EqSp = Equipment Specialist

The World Bank New Delhi Office Phone: (I1) 4617241I46g19491INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT 70 Lodi Estate- Cable Address: INTBAFRSAoINTERNATIONAL DEVELOPMENT ASSOCIATION New Delhi 3, India Mailing Address: P.O. BOx 416

Telex 3161493 IBRD INFacsimile: (11) 4619393

September 28, 1998

Mr. P. R. DasguptaSecretary, Department of EducationMlinistry of Human Resources DevelopmentShastri BhawanNew Delhi 110001

Dear MNIr. Dasgupta:

IN)DL4: Technician Education Project (CR. 2130-IN)

This letter is to express our thanks to you, the National Project Director, the StateSecretaries and Directors of Technical Education, the NPIU, and the SPlIUs for the kindassistance extended to the MDA mission comprising Messrs. Shrivastava, Saran, andChandran during the recent Implementation Completion Report (ICR) preparationmission for the Technician Education Project, which will close on September 30, 1998. Acopy of the aide-memoire is attached. We expect to send the ICR for your comments byJanuary 15, 1999. By then, we also expect to receive your completion report, which willbe appended to the ICR. While endorsing the mission's findings I want to complementyour team and the States for the very satisfactory implementation and achievement of thedevelopment objectives of the project.

The mission has informed me about the request of State Secretaries for anotherproject in technician education. I am informed that the new Policy Framework,developed by the Expert Group appointed by you, provides the justification for thisinvestment. I would look forward to the receipt of the Expert Group's Reporr, after it isapproved by the MHRD, and would like to assure you of our support when a formalrequest is made.

With best regards

Sincerely,

/nR. LimnCountry Director, India

cc: Mr. V . Govindarajan, Additional Secretary, Department of Economic Affairs,Ministry of Finance, North Block, New Delhi

Headquarters: Washington. D.C., U.S.A

INDIA

TECHNICIAN EDUCATION PROJECT(Credit 2130-IN)

IMPLEMENTATION COMPLETION REPORT MISSION(August 31-September 22, 1998)

AIDE-MEMOIRE

Introduction

1. An IDA mission comprising Messrs. S.K. Shrivastava (Task team leader), Y. Saran(Education specialist, Consultant) and G.S. Chandran (Technical educator, Consultant)participated in a mission to prepare the Implementation Completion Report (ICR) of theTechnician Education Project. Messrs. R. Aggrawal (Architect, Consultant) and S. A. A. Alvi(Equipment Procurement Specialist, Consultant) who were already in the field for the review ofTechnician Education II Project (Cr. 2223 - In), provided valuable assistance to the ICR missionin reviewing the status of civil works and procurement of equipment. The mission wishes tothank Professor D.P. Agrawal, National Project Director and Joint Educational Advisor(Technical) of Government of India, Professor K.B.Raina, the Central Project Advisor, NationalProject Implementation Unit (NPIU), Professor R.K Mani and their colleagues for theirparticipation and valuable inputs in discussions with the project States throughout the mission.

2. Shortly after assembling in New Delhi, the mission discussed the scope of work with theNPD and NPIU officials. The activities included visits to Kanpur, Goa and Mysore for detaileddiscussions at regional meetings with the project States and to get a better picture of projectimplementation through field visits to some institutions. The findings of this mission are subjectto further refinement and endorsement by the Bank Management. These are based on thecomprehensive progress report prepared by the NPIU, reports prepared by the State ProjectImplementation Units (SPIUs), materials in the project files, mission's observations from thefield trips, discussions with teachers, students and employers, and discussions with variousinstitutions/ project units including NPIU, SPIUs, Technical Teachers' Training Institutes(TTTIs) and senior officials of GOI, States and All India Council for Technical Education(AICTE). The mission gratefully acknowledges generous hospitality and the cooperation andprofessional assistance rendered during the mission, in particular, by the States which hosted theregional meetings.

Objectives

3. The project supported specific policy reform derived from the National Policy onEducation which was formulated in 1986 (NPE -86) and the resulting Ten Year TechnicianEducation Investment Program. Its main objective was to make technician education moreresponsive to the expansion of science and technology and the needs of the industrial and ruralsector through the introduction of new technology and training approaches in the project States .More specifically, the objectives were to:

2

(A) expand the capacity of the technician education system;(B) improve the quality of polytechnic programs; and(C) enhance the efficiency of management and operation of the polytechnic system.

4. The Project Objectives were relevant, clearly defined, and their direct linkage to thenational policies (NPE-86 and the Ten Year Investment Program) was very strong. Developmentof specific objectives and implementation strategies by the Directorates of Technical Education,with assistance from TTTIs, contributed to the ownership of the project in most States . Withinthe overall scope of its main objectives, the project provided enough flexibility to States to makenecessary changes in various components over the seven year implementation period.

5. Objective-wise, the appraised financial allocations were - Capacity Expansion 38%(Rs.2204 million), Quality Improvement 48% (Rs.2805 million) and Efficiency Improvement14% (Rs.780 million). Initial expenditure for the project was to be incurred through Stateresources allocated to them under their respective Five Year Plans and all eligible expenses wereto be subsequently reimbursed by the GOI.

Project Progress Summary

6. Overall, the Project Review Aides- memoir report steady achievement of physical targetswith accelerated progress during the last 2-3 years. Their status is summarized below:

7. The Capacity expansion Objective has been fully achieved with some limitations asfollows:

(a) All the planned 67 Post-Diploma Courses and 148 new Diploma Courseshave beenintroduced. The problem of non-availability of qualified teachers for some coursespersists and requires AICTE's attention

(b) All 18 new co-educational Polytechnics have been established with 3 in Bihar stillfunctioning in temporary locations. Civil works for these centers will be completedby December 1998. Based on NPIU appraisal of all new polytechnics by specialistteams, corrective action has been taken as required. Against a target of 24 newwomen's polytechnics/ wings for women in existing polytechnics, 29 have beenestablished (UP and Goa have established five more wings for women with their ownresources).

(c) As proposed, 14 polytechnics in the States of Goa, Karnataka, Kerala, and Orissa areperforming the entire range of community polytechnic activities. (many other projectpolytechnics are also performing these activities under a GOI scheme).

(d) The Kamataka and UP project management teams have to be complimented forestablishing one polytechnic each for the handicapped in a record time. Facultyappointments and their specialized training and placement of students will determinethe success of these institutions in future.

(e) Some 8500 persons benefited from the 93 Continuing Education Centers andDepartments, established as planned, under the project. With Gujarat, Karnataka,

3

and Kerala accounting for 80% of participants, other States require to pay moreattention.

(f) 5549 hostel places for boys, 4199 hostel places for girls have been created in projectStates; all States except Bihar and Kerala have achieved the targets fully.

8. The targets for Quality Improvement Objectives have been generally met and evenexceeded for a few sub-components:

(a) All proposed State -level Curriculum Development Centers have been establishedand curricula developed for new diploma and post-diploma courses are beingimplemented. In addition, revisions of all existing curricula in the project Stateshave been completed, except for some programs in Goa.

(b) Against the original target of 21 revised to 56 polytechnics where multi-point andcredit system (MPECS) courses were to be introduced, 94 polytechnics now offerthese flexible programs;

(c) All the 7 staff development centers and 202 cells in the polytechnics are functionaland have provided over 100% of planned staff months of training to teaching staff.Training of laboratory and workshop staff has, however, lagged behind, achievementof targets being about 75% of the planned staff months of training;

(d) Establishment of new laboratories and modernization of existing laboratories andworkshops has been a slow process due to delays in equipment procurement andcompletion of civil works. At present, some 2000 laboratories (against the target of2816) have been modernized to the extent of about 85% and the remaining,modernized to about 60%. With the new equipment expected to be delivered by end-September 1998, all laboratories are expected to be modernized as planned. Of theplanned 1014 new laboratories and workshops, 983 have been established and areawaiting equipment delivery to be fully operational

(e) All the planned 9 State -level Learning Resource Development Centers (LRDCs) and254 Learning Resource Utilization Cells have been established. Discussions withteachers and students confirmed the good quality of the new materials developed byLRDCs;

(f) After repeated serious concerns conveyed by IDA missions and efforts made by theMHRD at the highest level to facilitate recruitment of teaching staff by States, 1855of the 2124 newly created teaching posts have been filled but 484 of these are stillfilled on ad-hoc or part-time basis;

(g) Against planned 229 computer centers, 234 have been established in polytechnics;the only shortfall being in UP where 22 centers (of 80) are yet to be fully operational.

9. Most of the Efficiency Improvement objectives have been achieved. The status issummarized below:

4

(a) To facilitate Industry Institute Interaction, all the 8 State -level Centers and 221polytechnic-level Cells have been established and these are contributing to thequality of training of students in polytechnics with wide variations in effectiveness.Some have led to far reaching cooperation through Memorandum of Understandingwith industry, exceeding the expectations in the SAR; while many polytechnics inless industrialized areas are still having only limited interaction. Industrial visits bystudents and teachers, employment through campus interviews, and frequent guestlectures by experts are on the increase. While no major breakthroughs in employerparticipation in management and financing of training activities is visible, except inindustry- sponsored polytechnics, a new policy framework for technician education(see para. 15 (a) below) developed during the last phases of the project is expected toaccelerate the partnership of Industry in training.

(b) All States had been cautious and some even hesitant in granting autonomy topolytechnics. After considerable debate on the purpose and scope of autonomousinstitutions, 30 polytechnics (including 10 in Kamataka this year) have been madeautonomous against a target of 17. The degree and nature of autonomy, however, isvaried. Some States have given financial or administrative autonomy; while someothers have given limited academic autonomy.

(c) Due to existing policy constraints, efforts for Internal Revenue Generation (IRG)started late and is still picking up. Due to variations in fee increase and in Statepolicies in giving incentives to polytechnics and teachers, the progress in projectStates is not uniform. Overall, some Rs.300 million have been generated, of whichUP alone accounts for Rs. 1 19 million.

(d) The establishment of all 15 Maintenance Centers in State and Maintenance Cellsin243 Polytechnics would ensure adequate maintenance and use of equipment inpolytechnics.

(e) Reliable information regarding efficiency indicators -- pass %, dropout and repetitionrates, employment percentage etc. is not available. The NPD has commissioned animpact study for this purpose. Tracer studies conducted by some TTTIs howevershow external efficiency gains in project supported institutions in comparison to non-project institutions.

Procurement and Staff Appointments

10. Procurement of works and equipment, and technical assistance (TA) were completedwith considerable delays. Had other States completed these procurements, the way Rajasthan andGoa did, the project could have closed in 5 years. The issues and problems in procurement aresummarized below.

(a) Civil Works: Of civil works at 253 locations, 8 works (7 in Bihar, and I in Kerala)would not be completed. Completion time for civil works ranged from 2 to 4 years.Only 20% of the major civil works were completed on time and about 25% workswere delayed beyond 12 months of contracted completion dates. Majority of workswere entrusted to State Departments (SDs) with some 26% executed by PublicSector Undertakings (PSUs). In timely completion, PSUs performed better than SDs.

5

Both SDs and PSUs followed in addition to IDA Guidelines, their own proceduresand pace of construction. The State Directorates and SPIUs had no effective controlexcept to provide funds and then await completion of construction. This was furthercompounded by the multiple State level approvals required before inviting bids andthen finalizing a contract. The State -Level Empowered Committees took some timein being effective in providing the single window clearance and quick decisions toexpedite works.

In the absence of detailed service planning at design stage and the required inputfrom the end-user, modifications had to be carried out in completed buildingsresulting in add-ons and delays. The delays resulted in substantial cost escalation.Yet another contributing factor to delays was inadequate provision of fund in someStates (Bihar) leading to phasing of works. Completion of a few major works (2 inKarnataka, 3 in Orissa, 3 in Rajasthan and 3 in UP) in scheduled time of 12-18months establishes that delays and resulting cost escalation could be avoided.

(b) Equipment: There were delays in Central level procurement. The central agenciesfailed in varying degrees to establish in-time the organization, procedures andcomputer system support to match the requirements of the large and varied, time-bound procurement under the project. States proved effective in procurement ofequipment worth Rs 1486 million (58%), mostly through LCB. Timely preparationof the equipment specifications, bid packages and institution-wise lists ofrequirements would have helped in minimizing some of the delays in procurement.

(c) Staff appointments :In spite of appointment of only 1863 (including 484 ad-hoc/contract appointments) of 2124 created teaching posts, the MHRD and Statescan not be faulted for lack of effort in creating and filling up of teaching posts. InJanuary 1996 IDA infonned that it intended to stop disbursements if no progress wasreported in defaulting States . Interventions at the highest levels by MHRD,modifications in recruitment procedures by some States, and continued follow-up byIDA missions resulted in significant progress. Starting with delays in creation ofposts, others reasons reported for these delays include: (a) lengthy recruitment cycleand rigidity in procedures for recruitment through Public Service Commissions; (b)non-availability of qualified staff against reserved seats (SC, ST, and other backwardclasses); and (c) time taken for obtaining the AICTE approvals for alternativequalification of teachers for new programs where candidates with requisitequalifications were not available in India. These reasons are valid as the polytechnicsystem continues to operate with 23% shortages against teaching posts. Problems ofteacher recruitment have to be addressed in future operation of the project andconstitute the single most important reason for grant of autonomy to polytechnics.

(d) Technical Assistance: For consultant services and training, only US$ 4.2 millionwere utilized as the States depended mostly on national/local expertise and trainingfacilities at a highly subsidized cost. Whereas most States made appropriate use oflocal consultants and local training for staff, Kerala and Karnataka teachers hadproblems in attending programs outside their State due to tedious approval process.No expatriate consultant was appointed and foreign training fell short of the target ofby 25%. However foreign expertise to some extent was availed by three States (M.P.,Karanataka and Kerala) under some bi-lateral projects.

6

Implementation Experience

11. With the exceptioforecruitment of additional staff in the TTTIs, all covenants havebeen complied with either fully or in-a manner acceptable to IDA. Overall, the Project maintainedslow progress in the achievement of physical targets in the first 3-4 years with acceleratedprogress during the last 3 years. After overcoming the initial delays in the setting up and staffingof Project Implementation Units at the Center and in the States and adoption of workingprocedures, project implementation showed significant improvement. This timely completion,with one 3 month extension to ensure supply of equipment already ordered, was due to thecompetent management by the NPD, the NPIU, and the State implementing agencies. Theallocation of Credit proceeds to States and for the various components followed the criteriaagreed between the Borrower and the Bank.

12. If all project components were completed by the closing date the total project cost isestimated to be Rs. 9685 million (About $280 million), against the original estimate of Rs. 8327Million ($382 million). The increase in cost in Indian Rupee terms is primarily due to theaddition of the State of Goa in 1993, addition of three more institutions, procurement ofadditional modem equipment, and delays in construction.

13. Despite repeated efforts, provision of additional staff for Technical Teachers TrainingInstitutes, which played a key role in facilitating project implementation, could not be made.This deficiency was eventually made up by engaging professionals as local consultants.

14. Major outcomes of the project, as expressed by sample beneficiary groups of students,teachers and principals during ICR missions meetings with them, are: modernization oflaboratories /workshops; systematic faculty development; and interaction between industry andpolytechnics, which should all be continued vigorously during the operational phase.

Some Unanticipated Project Results

15. Some areas where the implementation resulted in unanticipated gains or exceeded SARtargets include:

(a) a new policy framework, with active participation from the employers, is underpreparation by an Expert-Group appointed by the MHRD. This goes much beyondthe anticipated scope of work of the Industry-Institute Interaction Centers/Cells andis likely to establish a lasting partnership with the industry in the management andfinancing of polytechnics;

(b) women's enrollment in project polytechnics increased from 11% pre-projectaverage to over 30 %, against the planned project outcome of 15.6 %; in M.P. thewomen enrollment increased from 4.3% to 43%. Kerala recorded an increase from20% to 45%.

(c) with supporting policies and incentives introduced in the States , Intemal RevenueGeneration (IRG) is picking up. In spite of some States still lagging behind,cumulative IRG of Rs.300 million has been reported and has the potential offurther substantial growth when the proposed Policy Frame Work is in place;

7

(d) TTTIs and the vast pool of professionals available in India were properly utilizedby the NPD and the States in strategy formulation and evaluation studies. Someexamples include tracer studies, evaluation of staff development courses, regularformative evaluation of project outcomes, preparation of strategy papers, design ofsystems, and a series of seminars for senior project staff in States . Theseinterventions have provided valuable feedback and refined project interventionswhich would enhance the sustainability of the project gains.

Bank Performance

16. The Bank provided effective project preparation assistance to a complex and ambitiousproject according to the MHRD's Ten- Year Investment program. In retrospect, however, theBank could be flawed for two shortcomings: (a) the preparation team did not realize the need of anew policy framework at State level, so important to achieve the outcomes clearly defined in theappraisal report (During the last two years of implementation, MHRD with support from Bankmissions, initiated development of this policy); and (b) the procedures and the capacity of likelykey procurement agencies (DGS&D, public construction agencies) was not carefully assessedwhich caused delays in an otherwise well implemented project.

17. Project implementation was enhanced by Joint Supervision missions with the NPD.Bank's supervision of the project in earlier stages suffered from frequent changes of taskmanagers and task teams. With the transfer of the task management responsibility to the NewDelhi Office during the last four years, while the Bank's supervision became more effective theBank's reviews for construction and procurement contracts took comparatively longer timeduring the transition phase. Overall, the project States considered Bank's role to be helpful andconstructive.

Borrower Performance

18. Overall, the performance of the Borrower was satisfactory at all times. The Borrower'sproject preparation was effective with clearly defined objectives and programs. The projectimplementation staff in States and at the NPIU was professionally qualified, and was motivatedand cooperative but lacked experience in project management and implementation of such large,complex projects. Project information and implementation problems were frankly shared withthe Bank staff. The NPIU was effective in dealing with problems and attempted to providesolutions in a timely fashion. The NPD, with support from MHRD officials at the highest levels,provided effective leadership in addressing issues in States (e.g. appointment of teaching staff,allocation of funds, procurement of equipment) and in providing guidance and policy support.The Borrower, especially States, could be faulted for inadequate allocation of funds (Bihar),State Finance asking for additional justification for components already agreed duringnegotiations, project fund advances made by GOI being diverted to non-project programs byStates, frequent changes in the senior State officials, delay in creation of key additional staffpositions, their selection and appointment and in providing State level policy support toimplement key project components.

Future Operations

19. All States informed that project supported/initiated activities have been integrated intothe State budgets. During the operational phase, adequate funds would be available to complete

8

unfinished work (Bihar, Kerala) and to continue quality improvement activities. An operationalplan, with monitoring indicators acceptable to IDA, has been prepared. It includes, among otherdetails, completion of all civil works by end-December 1998, appointment of remaining teachingstaff in all polytechnics by August 1999, continued support to teacher training, installation andcommissioning of newly received equipment. The operational plans, after discussions with IDAmission, are being revised and the mission was assured that Bank will receive them by October10, 1998 along with the Borrower's draft ICR.

20. The mission was pleased to note the preparatory work in many States, for a follow-upproject being proposed and which is at present under consideration of the MHRD. The proposedproject aims at consolidating the gains of the present project and implementing the policymeasures suggested by an Expert Group. The States are keen on an early decision of the GOIand the Bank on this proposal. The mission informed the States that this would be brought to theattention of the Bank Management.

Lessons Learned

21. Following is a summary of important findings and key lessons leamed:

* With the current emphasis on decentralization, more Bank attention should be given toimplementers at the State and institute level. Technical assistance should be provided tothese implementers during the project implementation and preparation stages. The focusof this technical assistance should be on project management and implementation.

* The availability of professional staff in the NPIU and SPIUs facilitates evaluation andmonitoring of a complex project. The in-service training assessment, formativeevaluation, tracer and impact studies facilitated responsive management of the project.

* Creation of the National Project Directorate in Department of Education, GOI and theinvolvement of the All India Board of Technician Education of AICTE in the projectnot only assured that it is consistent with the sectoral policy of the Government, but thatit will be closely monitored at different levels of the government

* Stakeholders participation in the preparation and implementation of a project wouldimprove its sustainability and impact.

* In a complex project covering many States, decentralized procurement would be moreefficient.

* A more systematic release of project counter-part funds as a line allocation to the projectaccount, and not lumped with overall departmental allocation in the State budgets, wouldhave avoided delays in civil works, procurement and staff training.

Time Table for ICR:

22. The following time table for completion of the ICR was agreed during the mission:Draft ICR sent to the Borrower ---------------- January 10, 1999Borrower's draft ICR given to the Bank-------- January 10, 1999Borrower's comments received on Bank's ICR-- January 25, 1999.

sq~~~~~~~~~~~~g,I #s~~~~~~~~~~~~~~~~~~~~frr Nvr'rx

f DFrft- Iotoo MINISTRY OF HUMAN RESOURCE DEVELOPMENT

P.R. UPTA DEPARTMENT OF EDUCATIONP.R. DASGUPTA GOVERNMENT OF INDIA

SECRETARY NEW DELHI - 110001D.O.No.F.8-5/98-WBC February 11, 1999

Dear Mr.Henevald,

I would like to thank you for your letter of January 27, 1999 enclosing acopy of the draft Implementation Completion Report (ICR) of the World BankAssisted Technician Education Project (CR 2130 IN). We have noted withsatisfaction that the Report has commended the work done by the NPD and hisdirectorate and NPIU in close interaction with Bank missions to ensure all-round attainment in the Project. I am also pleased that the report hashighlighted the achievements in many quality components. Especiallynoteworthy is the enrollment of women students in technician education, anobjective National Policy on Education -1986 (NPE) has focussed and mydepartment has been encouraging. Assessment of the key lessons learntcontained in the report are in tune with our own understanding too. We alsoshare your satisfaction on the project sustainability in future.

2. This project has a special design in the sense that almost all the actionand policy decisions were in close coordination with states, which were themain Borrowers. The Central team through its role of co-ordination and over-seeing project implementation enabled states to accelerate implementationreceive experiences of other states and overcome perceptional differences ofstates' decision-makers from time to time. This has resulted in all round highachievement of the project (Paras 9-12 and 13 of the draft report). We broadlyagree with the contents of the report.

3. We note that the borrower performance has been rated as "Satisfactory".It seems this grading instead of "very satisfactory" is -because of Bank team'sconcern on the delay in procurement and appointment of key staff. While weappreciate the concem, almost full achievement on these accounts after aninitial slow start is the testimony of the desire of the borrower to complete thecommitments.

4. Certain aspects of this project relate to policy changes and I am pleasedthat most of the states have taken positive actions and are sustaining them infuture. The policy change component such as autonomy and IRG, etc., was notexplicitly articulated in the initial project document. Steps taken first to

2J-

EDUCATION SECRETARY Continuation Sheet_

::2::

articulate them and create an environment for change in States led too higherthan targeted achievements. On account of market place demand andinterdisciplinary nature of new technology programmes, the availability ofteachers for such courses started during the project was somewhat restnctive.In this context, I may mention that 91% attainment in filling up of these newlycreated posts and bringing the existing vacancies in most of the states to a levelconforming to AICTE norms or better than AICTE norms is praiseworthy by allaccounts. Development in educational technology, which would shape thefuture teaching and learning environment, emphasizes student- centeredlearning, bringing down the students/teachers ratios hitherto prevalent. Youmay also appreciate that targets for key-staff were laid at the time of the designof project when the new concepts were not in place. With the concurrence ofthe bank team, some targets have been re-defined. In many places such as inTTTIs, a large number of vacancies on availability of right kind of people withdesired skill remained unfilled. However, TMTIs were allowed use of long andshort-term consultants, which helped them to respond to the ProjectImplementation. In light of these observations, you may like to review thegrding of the borrower, which has been rated as satisfactory in draft ICRreport.

4. We place on record our deep sense of appreciation to the World Bank forthe support provided to the project. The Bank also extended expert advise andadministration assistance during the project implementation. In particular, weacknowledge the cooperation extended by the leaders of World Bank missionteam and members and particularly to Prof. S. K. Shrivastava who was helpfuland co-operative at all stages of the project.

With regards,Yours ncerely,

(P.R. Dasgupta)Mr. Ward HeneveldEducation Sector Team Leader for IndiaWorld Bank70, Lodi EstateNew Delhi-1 10 003.


(ICR)

Technician Education Project

(Credit: 2130-IN)

FEBRUARY 19,1999

GOVERNMENT OF INDIA

MINISTRY OF HUMAN RESOURCE DEVELOPMENT(DEPARTMENT OF EDUCATION)

NEW DELHI.

IMPLEMENTATION COMPLETION REPORTTECHNICIAN EDUCATION PROJECT (CR 2130 IN)

1. PREFACE

1.1 Since the last two decades, Indian industry has been expressing a need to review andre-examine technician manpower development in the country. These needs gotaccentuated in the wake of liberalisation, globalisation and the rapid technologicalchanges in industry in the late eighties. Further, with additional focus on ruraldevelopment the need to provide greater access for technician education to rural anddisadvantaged youth gained prominence.

1.2 In the backdrop of these interests, the necessity to radically reform and rebuild thetechnician education sector became imminent, and a Technician Education Projectwas shaped to fulfil this necessity and develop a market driven system.

2. PROJECT OBJECTIVES

2.1 The National Policy on Education (NPE) 1986, and the Programme of Action there onprovided a policy framework for programmes and thrusts to be initiated in the sector ofeducation. In the technical education sub-sector, a number of new initiativesemanated from the policy framework. These initiatives aimed at improving the qualityof technicians, ensuring high employability for them, and enhancing access to thesystem for deserving candidates from rural and disadvantaged group. Legislationwas also enacted for setting up an All India Council for Technical Education (AICTE)with a National Board of Accreditation (NAB) with wide statutory powers andpurposeful roles.

2.2 In 1988, the Government of India (GOI) with the assistance of the TechnicalTeachers' Training Institutes (TTTIs) and State Governments, developed a 10-yearInvestment Plan for technician education as a follow-up of NPE 1986 for improvementof AICTE approved government and government-aided polytechnics. A project insupport of the 10-year investment plan was formulated and IDA assistance wasrequested. This was designed as a state sector project.

2.3 The goals of the project, in summary, were:

(a) introducing policy reforms to promote programme and management flexibilityin the institutions and the system, granting autonomy to selected institutions,and gradually introducing and enhancing income generation in institutions.

(b) increasing educational opportunities for women and other disadvantagedgroups, strengthening regional resource institutions like the TTTIs, anddeveloping mutually supportive linkages with industry.

(c) offering new programmes in polytechnics in emerging technologies andreinforcing critical academic units in institutions.

2.4 To achieve these long- term goals, three project objectives were formulated which,in brief, were:

2.4.1 Capacity Expansion : introducing new programmes in emerging technologies,starting new polytechnics in strategic locations, establishing continuing and distance

education programmes, providing opportunities for enhanced participation of womenand services for the underprivileged and the physically disabled.

2.4.2 Quality Improvement: to be achieved by strengthening teacher education andtraining, establishing state infrastructures for faculty and staff development,curriculum development, learning resources development and utilisation,modernising laboratories and workshops and encouraging internal revenuegeneration.

2.4.3 Efficiency Improvement: incorporating the improvement in the management oftechnical education system of states, granting autonomy to selected institutions andestablishing mutually supportive industry- institute linkages and programmes.

2.5 The project objectives were transformed into academic, physical and financialtargets.

2.6 To accomplish these objectives an implementation structure was established. ANational Project Directorate was established at the Ministry of Human ResourceDevelopment, Government of India, with a senior officer of the level of JointSecretary as National Project Director (NPD), to take major project related decisionsat the national level and generally oversee project implementation. Under the NPD,National Project Implementation Unit (NPIU) was created for co-ordination,monitoring and for providing guidance to the states in all aspects of the project.Similarly at the state level, each project state created a State Project ImplementationUnit (SPIU). Also, Polytechnic Project Implementation Units (PPIUs) were set up ineach project polytechnic. In addition a close co-ordination, mechanism among NPIU,SPIUs and PPIUs and between the NPIU and SPIUs with the State Directorates ofTechnical Education was put in place. The TTTIs, as resource institutions, were tooffer staff development and academic support.

2.7 The project covers 9 states, 4 TTTIs and the NPIU. A total of 279 AICTE approvedpolytechnics benefited from the project. Gains to 1,27,970 regular students in a yearwere anticipated.

3. ACHIEVEMENT OF PROJECT OBJECTIVES

3.1 After a rather slow beginning, the project progressed rapidly and has accomplishedalmost all the laid down targets. Brief summary of achievement is as follows

3.2 NEW INSTITUTIONS AND PROGRAMMES18 new co-ed polytechnics as against 17 targeted, 19 new women polytechnicstargeted and 9 women's wings as against 5 targeted have been established.Further, 215 new diploma and post diploma courses have been introduced of which120 are in new and emerging technology areas (Annexe - I).

3.3 CONTINUING & DISTANCE EDUCATIONTargeted Continuing Education Centres and Cells have been established during theproject. 83 polytechnics have undertaken continuing education activity (Annexe - I).Nearby industry benefited from these services to the extent of training more than8900 functionaries. The state of Gujarat has introduced a distance educationprogramme to benefit 4500 fresh students and industrial workers per year.

3.4 BENEFITS TO DISADVANTAGED GROUPS

3.4.1 One remarkable achievement has been the enhancement in women enrolment indifferent states which varies currently from 16.5% to 45%, far exceeding the projecttarget of 15% . The drop out rate of women students has reduced to an average of3% from about 5%. A total of 28 new polytechnics and wings exclusively for womenhave been established in the states. In addition, 148 programmes for women havebeen introduced in institutions (Annexes - I & II).

3.4.2 Two national seminars on the difficulties faced by women students and a number oftraining programmes to enhance gender sensitivity and develop strategies forincreasing women's participation have been organised successfully by the TTiIs andthe states. Studies on the status of women students and teachers and theirrelationships with male counter-parts have also been undertaken.

3.4.3 A major concern among polytechnics has been the gainful employment of womenpass-outs. Attempts are in progress to reach an understanding with selectedindustry on this aspect. Many polytechnics have undertaken entrepreneurial trainingof women, with the assistance of TTTis and funding agencies (Annexe - Ill).

3.4.4 Project states report averages within their institutions of 20% to 67% of ruralstudents (Annexe - II). Further, 7 co-ed polytechnics and 7 women's polytechnicsand wings have been newly started in rural and tribal areas. States like MadhyaPradesh, Orissa, Rajasthan and Uttar Pradesh implement special bridgeprogrammes to help rural students to improve their academic performance.

3.4.5 Community development wings have been established in 11 polytechnics. Out of ainitial total target of 14, 3 wings were transferred to the direct central assistancescheme of the Government of India midway during the project in Goa.

3.4.6 A national initiative on integration of the physically disabled with the mainstream intechnician education is being formulated by the Central Government. Twopolytechnics, exclusively for the physically disabled have been established inMysore in Karnataka and Kanpur in Uttar Pradesh and currently offer five diplomaprogrammes. These polytechnics have attracted the attention of other states whichhave initiated attempts to improve facilities and have taken appropriate steps toenhance enrolment of the disabled students (Annexe - IV).

3.5 STAFF RECRUITMENT AND DEVELOPMENT

3.5.1 Key Additional Staff: Against key additional staff provision of 2333 teachers andtechnical and executive staff, 2321 positions have been created, of which 2115, orabout 91% have been filled, through special and innovative measures adopted bystates like teacher recruitment councils, contract and consultant appointments, apartfrom the normal Public Service Commission approach (Annexe - I). AICTE andGovt. of India supported these steps by framing qualifications and experience forteacher recruitment in some new programmes. The teacher-student ratio in allproject states except Karnataka is equal to or better than AICTE norms (Annexe - II).

3.5.2 Conceived as a crucial pre-requisite to project success, a model which includescontinuous cycles of training needs identification, planning, implementation andreview of staff development has been successfully adopted by polytechnics with thehelp of TTTIs.

3.5.3 Out of project target of 20775.5 person months, the achievement has been 21043person months, and more than 7900 teachers have been trained (Annexe - V). Thediversities of teacher development programmes and strategies are provided inAnnexe - VI. Further, 127 teachers from polytechnics and the TTTIs have beentrained abroad in new technologies, education technology and in educationmanagement.

3.5.4 The deployment of trained teachers to appropriate positions to utilise theircapabilities to the maximum possible extent, has been engaging the minds of projectmanagers. There are evidences of very useful contributions by trained teachers atthe state level and in polytechnics.

3.5.5 To sustain staff development on a continuing basis, states have agreed to makeadequate financial provisions. Industries have come forward to offer trainingfacilities to the teachers to gain experience in industrial operations. The TTTIs haveprepared an operational framework for ensuring continuous staff developmentservices to polytechnics.

3.6 CURRICULUM DESIGN & IMPLEMENTATION AND PROGRAMMEFLEXIBILITY

3.6.1 All states have established curriculum development centres which engage in thereview of existing curricula and the design of curricula for new programmes. Further,during curriculum design, a focal effort has been made by all states, with the help ofindustry, to enhance the practical content and provide opportunities for students todevelop learning to learn skills. States like Gujarat, Karnataka and Uttar Pradeshhave ventured into innovative approaches in curriculum design, such as competencyand skill based curricula. These curricula are under practice.

3.6.2 State Boards of Technical Education and Curriculum Development Centres areactively engaged in monitoring curriculum implementation on a continuous basisthrough visits to and reports from institutions.

3.6.3 Of great importance has been the over achievement in the introduction of courseand programme flexibility through multi-level entry and credit approaches in manypolytechnics of Gujarat (21), Rajasthan (18) and Madhya Pradesh (34) and inselected polytechnics in other states (11) (Annexe - II). This has helped to reducedrop-out rates and has provided additional learning options and opportunities tostudents to learn at their preferred pace.

3.7 LEARNING RESOURCE DEVELOPMENT AND UTILISATION CENTRES

3.7.1 Each project state has set up a Learning Resource Development Centre (LRDC) fordeveloping a variety of learning resources like textbooks, workbooks, laboratorymanuals, OHPs and 35 mm slides, and video programmes for the benefit of studentlearning. The LRDCs in Gujarat, Rajasthan, Uttar Pradesh, Kerala and Goa and thefour TTTIs have helped create a culture of regular media usage in polytechnicclassrooms. The LRDCs in different states are networking with each other on aregional basis and supplying learning resources to institutions in other states.Learning Resources Utilisation Centres (LRUCs) exist in 254 polytechnics and keeptrack of media acquisition and utilisation. In addition, self learning by students fromlibraries and LRUCs is being promoted through opportunities provided by teachersand in curricula (Annexe - VIli).

3.8 MODERNISATION OF PHYSICAL RESOURCES

3.8.1 Equipment: The total outlay of Rs. 2410.400 million has been utilized by the projectstates in modernising 2816 laboratories. In few cases, purchases were adverselyaffected due to the adoption of time consuming procedures and sometimes becauseof circumstances beyond the control of the procuring agency, but remedial actionwas taken and supplies within the project period ensured in almost all procurementcases.

The challenge of identifying equipment requirement from curricula needs and theselection from available equipment for modernisation of laboratories was fulfilled withthe cooperation of polytechnic teachers and the TTTIs.

Equipment procured, have been installed, commissioned and transformed intoexperimental set-ups with laboratory manuals to facilitate student practice andlearning. A sample list of the equipment acquired for modernisation is given atAnnexe - VI II.

3.8.2 Computer Facilities : A focal attempt was made in 236 project polytechnics toenhance computer facilities (Annexe - I). The presence of new computer centreswith requisite hardware and software has resulted in considerable learning gains forstudents. The use of computer centres for institutional information systems, studentassessment, office administration and continuing education is rapidly increasing.

3.8.3 Furniture And Vehicles : Acquired furniture has been put to use in classrooms,libraries, laboratories and hostels. The acquisition of vehicles to be used for studenttraining, interaction with industry and other project activities is complete.

3.8.4 Libraries : Institution libraries have been replenished and strengthened with theaddition of books in new technologies and for continuing education. Manypolytechnics have also obtained learning resources for LRUCs to use in classroomsand for students self learning. Librarians have been trained to improve libraryservices. Book banks have been established in almost all institutions as anassistance to students from an economically weak background.

3.8.5 Civil Works And Construction: Construction was planned at 257 sites of which all,except 4 sites in Bihar, have been completed. Construction at two out of these foursites is almost complete. The state of Bihar has assured completion of incompletebuildings after the project closure from their own plan funds.

Appropriate steps were taken to ensure completion and quality of constructionthrough site visits by officials of NPIU, the World Bank consultant architect, acommittee of state officials, and by using specialist consultants at crucial sites. As aconsequence, 5609 hostel places were created for male students and 4199 forwomen students; 2155 residences have been constructed for faculty and staff apartfrom many academic buildings. Further, 19 new Women's Polytechnic buildings and9 Women's Wings have been completed. The total allocation has been utilized bystates and TTTIs.

3.8.6 Maintenance Of Physical Facilities : As an important step, polytechnics havestarted maintenance of their own buildings and equipment. In consequence, 254maintenance cells and centres (against targets of 258 cells and centres) have

been established in states thereby almost achieving targets. Laboratory andworkshop staff have been trained extensively in maintenance (Annex-I).

3.9 INDUSTRY - INSTITUTE - INTERACTION

3.9.1 A special drive during the project led to a close cooperation between industry andinstitutions in all states. Industrial contributions to polytechnics occur in polytechnicmanagement, curriculum design and delivery, training of students and teachers andthe extension of shopfloors for student practice. 85993 students have benefitedfrom industrial visits, 53804 through lectures by industrial experts, and the industryprovided more than 425 project work opportunities to students (Annexe-IX).

3.9.2 Project states have created Industry-Institute-Interaction Cells in 221 polytechnics,and 8 centres exist in project states (Annexe - I). 204 Training and PlacementOfficers are in position. The Confederation of Indian Industry (CII) and theFederation of Indian Chambers of Commerce and Industry (FICCI) have promotedinstitutional interaction with industry through MOUs and regular meetings with somestates and institutional officials. In few polytechnics there are examples of industryassisting the management and resource mobilisation of institutions.

3.9.3 One of the main concerns of the project has been the employability of pass-outs.States and polytechnics are developing mechanisms for providing employmentaccess to students. As a result, 12486 students benefited from campus interviewsconducted by industry during the project. In addition, many states have promotedentrepreneurial development of students through well designed programmes andco-curricular initiatives.

3.10 INSTITUTIONAL AUTONOMY

3.10.1 Against a project target of 17, project achievement has been 30 institutions(Annexe - II). Multiple models and varying degrees of autonomy are in evidence inthese institutions. Autonomous institutions normally design and implement theirown programmes, award certificates to students, and ensure significant industrialrepresentation in their governing agencies. Some institutions also possess asignificant degree of administrative and financial autonomy. It is observed thatautonomous polytechnics develop close linkages with industry and embark onattempts to improve the quality of passouts and academic services.

3.10.2 With the advent of comprehensive or multi dimensional autonomy, institutionscan generate and mobilise resources and invest them in polytechnicoperations and development.

3.10.3 All project states have indicated their intention to extend autonomy to more selectedinstitutions in future. While in the initial stages there was a reluctance on the part ofstates to grant autonomy to deserving institutions, there was a positive change inthe thinking of states towards the later half of the project period. This changewas facilitated through major National Seminars organised by the GOI and NPIUwith the help of TTTIs, and the discussion which took place during Joint ReviewMissions of World Bank and GOI. Many institutions have expressed a desire for ahigher degree of participation in decision making.

3.11 RESEARCHES AND STUDIES: 131 researches and studies were conductedduring the course of the project period on various issues related to strategy design,project implementation and outcomes (Annexe - X). A project impact study is in

progress. The findings from these researches were normally used by TTIs, stategovernments and the NPIU to improve or introduce remedial measures and newinitiatives. In addition, quarterly formative evaluation of the project was done byTTTIs. Benchmarking of successful innovations through the diffusion of informationduring the 13 National/Regional workshops and seminars held in the project periodare also in evidence.

3.12 INTERNAL REVENUE GENERATION

3.12.1 States have indicated a readiness to encourage polytechnics to generate incomethrough a variety of means - student fees, continuing education and services toindustry and community. Policies formulated in most project states now permitinstitutions to invest income so generated for purposes of institutional upkeep anddevelopment. This has resulted in polytechnics in states generating more thanRs. 311.620 million during the project period (Annexe - Xl).

3.12.2 Many states have enhanced student fees in polytechnics during the project.

3.12.3 The project progress and outcomes have resulted in a situation in which stake-holders and the industry are willing to invest in the future of technician education.With reinforcing of industry-institute linkages and increasing involvement ofindustry in polytechnic services and activities, financial investments by industrytowards polytechnic development has become a reality to-day.

3.13 ACHIEVEMENTS AGAINST FINANCIAL TARGETS

3.13.1 The revised project allocation of Rs 9991.118 million was fully utilized by the end ofthe project in all states. In fact there has been 2% excess expenditure in the projectfor which additional allocations have been requested by the Government of India.Reimbursement of expenditure has been occurring regularly and reached thetargeted amount within a stipulated time after the project completion (Annexe - XII).

4. MAJOR FACTORS AFFECTING PROIECT

4.1 Through an effective monitoring system involving National Project Directorate,backed up by dedication and perseverance of project states, SPIUs, NPIU andinstitutions, the academic, physical and financial targets have been almost fullyachieved.

4.2 Some major problems encountered and overcome during the project are mentionedbelow:

(a) OPERATIONAL PROCEDURES: World Bank norms and procedures relating toconstruction, equipment procurement and reimbursement required repeatedclarification to states.

(b) EQUIPMENT PROCUREMENT : The central procurement agencies had ratherprolonged procedures which resulted in delays in supply in many cases, whilestates appeared to manage local procurement more effectively.

(c) RECRUITMENT OF FACULTY : Long cycles of recruitment time in statesresulted in the slow filling up of posts initially, but were made up by innovativealternatives in the later stages of the project.

(d) BUDGETARY ALLOCATIONS: Changes in state priorities due to unforeseenevents resulted in deficient financial position in states when funding wasneeded. However, states made up for such inadequate provisions atsubsequent stages.

(e) FACULTY AND STAFF TRANSFER: Transfer of key faculty, staff andadministrators disturbed project implementation on some occasions.

(f) PROJECT CO-ORDINATION: The interdependence between project elementswas overlooked in a few locations resulting in delayed utilisation of resourceslike equipment procured could not be commissioned due to want of laboratoryspace, or laboratory space remained unutilised due to delayed procurement.

4.3 Remedial measures evolved to face difficulties during project period provided usefullessons and experience for future project management.

5. PROJECT SUSTAINABILITY

5.1 The following steps have been taken to ensure sustained gains and impact of theproject

(a) States have committed themselves to sustain various support infrastructuresdeveloped under the project and have decided to make appropriate financialprovision. They have also expressed their intentions to continue elements likelinkages with industry, pursuit of planned staff development, software support topolytechnics, and the introduction of new technology programmes as and whenneeded (Annexe - XIV).

(b) The NPIU and TTTIs would be holding state level workshops after the projectperiod for promoting diffusion of change, and for benchmarking of successfulinnovations observed during the project period.

(c) A future project in technician education is under preparation to continuedevelopment in an integrated manner.

6. BANK PERFORMANCE

6.1 The Bank task team's contributions during project conception, design, planning andimplementation and their visits to various sites and frequent interaction with centraland state government officials has significantly helped in making the projectimplementation a success.

6.2 Familiarity with the Indian psyche and the working conditions enabled the World Bankmission to handle implementation and progress impediments with greatunderstanding and adopt a supportive role. This accelerated clearance of variousproposais and project progress and ensured target accomplishment. Training ofproject functionaries by Bank officials in conjunction with the NPIU at critical juncturesfacilitated the states to follow Bank procedures. In all, the excellent support providedby the Bank, its mission members, the architect and other officials must beacknowledged.

7. BORROWER PERFORMANCE

7.1 While some implementation difficulties were encountered in the initial stages,borrowers learnt from experience during the project and ensured outcomes andachievements.

7.2 Governmental support was much more forthcoming as the project progressed.Empowered Committees in states took quick major decisions and ensured adequatefinancial allocations. State level mechanism closely monitored the project andworked for achieving targets.

7.3 The TTTIs extended wide ranging support to academic components and helpedpolytechnics in ensuring learning gains to students. They were also instrumental inenhancing faculty and staff capabilities (Annexe-XIII).

7.4 The National Empowered Committee provided consistent support to the project anddirections for accelerating project progress. The National Project Directorate guidedand facilitated the project implementation at all stages and monitored project eventsvery closely with NPIU. It enabled the states in overcoming obstacles which impededdevelopments.

7.5 One major outcome in the project was the teamwork exhibited by borrowers atdifferent levels and locations. Consensus about the strategies and measures wasvisible right through the project in all activities.

7.6 Most of all, the commitment of polytechnic teachers and staff towards ensuring projectsuccess must be commended.

8. ASSESSMENT OF OUTCOMES

8.1 As mentioned earlier, the achievement of academic, physical and financial targets istotal and complete.

8.2 Of great significance is the over achievement in the sphere of women's participation.The systemic changes that have emerged in curriculum development andimplementation, in industry-institute linkages, and in polytechnic income generationhave to be mentioned. The massive staff development effort which has beenundertaken and completed successfully is another major achievement.

8.3 In spite of the enormity of the task of modernising 2816 laboratories in all projectpolytechnics and constructing new buildings at 257 sites, successful strategiesensured accomplishment.

9. FUTURE OPERATIONS

9.1 Of the 10 year investment plan proposed for technician education in the wake of NPE1986, about 3 years are still left for continuing the pursuit of excellence. The StateGovernments have expressed intentions to continue to provide policy support forvarious initiatives taken during the project. They have also committed to sustainvarious support infrastructure, developed during the project. Preparatory work for afollow up project is in progress in many states. The proposed project aims at

consolidating the gains of the present project and implementing measures to givefurther thrust to technician education system.

9.2 States are also considering the extension of successful innovations to otherpolytechnics. A benchmarking strategy is being formulated by the NPIU and TTTIs.The sustenance of project gains is in the minds of all project states.

10. KEY LESSONS LEARNT

10.1 This was a multi-dimensional project experience. Implementing multi dimensionaleducational change of such enormity necessitates the presence of state policysupport. Future projects will gain advantage from the experiences of this project.

10.2 Project experience indicates the necessity of a variety of preparatory actions beforeimplementation, the most crucial of which is the involvement of project stake-holders, beneficiaries and implementers from the design and planning stage itself.The early establishment of consensus among these interest groups will speed upproject progress and reduce project time requirements.

10.3 While it is necessary to promote a common frame of action in projects of this kind,and a common purpose and integrated action, the necessity to provide freedom toimplementing agencies to enable them to address local requirements withoutcompromising project purpose seems desirable. A certain degree of decentralisationand flexibility to promote decision making at institutional levels needs to beconsidered in future project designs.

10.4 Documentation of experiences and efforts has occurred at all stages in the project,which must be transferred into events of learning for all concerned parties in futureprojects.

ANNEXE-I

NEW FACILITIES DEVELOPED

S.NO. PARAMETERS BIHAR GOA GUJARAT KARNATAKA KERALA M.P. ORISSA RAJASTHAN U.P.T A T A T A T A T A T A T A T A T A

1 Project polytechnics 25 25 4 4 22 22 39 39 30 30 40 40 12 13 21 21 86 86

2 New co-ed polytechnics 3 3 NIL NIL 1 1 2 2 1 1 6 6 0 1 2 2 2 2

3 New women polytechnics 1 1 NIL NIL NIL NIL 1 1 1 1 8 8 2 2 2 2 4 4

4 New women's wings NIL NIL 1 1 4 4 NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL 4

5 Hostel places for men students 2 200 60 60 880 880 300 300 500 400 810 810 166 166 168 168 2625 2625

6 Hostel places for women students 200 200 60 60 450 450 444 444 440 440 433 433 625 625 270 270 1277 1361

7 New faculty and staff residences 92 81 NIL NIL 216 216 37 37 77 77 679 679 158 158 89 89 818 818

8 Key additional faculty 244 247 51 51 384 292 167 148 95 93 319 298 199 185 186 170 479 453

Key additional staff 43 30 8 8 46 40 11 8 8 16 14 20 16 26 23 31 30

10 New diploma programmes for co-edstudents 6 6 9 9 8 8 8 8 5 5 6 6 24 24 9 9 73 73

11 New post diploma programmes forco-ed students 6 6 1 1 21 21 1 1 3 3 NIL NIL 12 12 3 3 20 20

New diploma and post diploma12 programmes exdlusively for women

students 15 15 4 4 16 16 7 7 5 5 34 34 15 15 9 9 43 43

13 Additlonal Student Seats 1690 1690 1030 1030 2235 2235 1490 1490 1830 1830 4755 4755 1825 1825 1360 1460 8260 8260

14 CD Centres 1 1 NILi 1 1 1 1 1 1 1 1 1 1 1 1 1 1

15 Computer Centres 17 17 4 4 26 26 6 7 24 29 40 40 12 13 20 20 80 80

16 LRDCs 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

17 LRUCs 15 15 4 4 21 21 37 37 29 29 40 40 12 12 16 16 80 80

18 CE Centres 1 1 NIL NIL 1 1 1 1 1 1 1 1 1 1 3 3 1 1

19 CE Departments 4 4 4 4 21 21 6 6 29 29 5 5 3 3 NIL NIL 10 11

20 1-1-l Centres 1 1 NIL 1 1 1 1 1 1 1 1 1 1 1 NIL NIL 1 1

21 1-1-l Cells 8 8 4 4 21 21 18 18 29 29 40 40 12 12 8 8 81 81

22 Staff Development Centres 1 1 NIL NIL I I INSPIU 1 1 1 1 1 1 1 1 1 1

23 Staff Development Cells 25 25 NIL 5 21 21 IN CDC 29 29 40 40 12 12 NIL NIL 76 76

24 Malntenance Centres and Cells 25 25 4 4 21 21 38 | 38 11 11 45 40 13 13 20 20 81 82

T -Target A - Achievement CD- Curriculum Development

1-14 - Industry-InstItute-Interaction LRDCs - Learning Resource Development Centres CE - Continuing Education

LRUCs - Leaming Resource Utillsatlon Centres

ANNEXE -11

QUALITY INDICATORS

BiIHAR GOA GUJARAT KARNATAKA KERALA M.P. ORISSA RAJASTHAN U.P.COMPONENTS ___ __ __

T A T A T A T A T A T A 7 A T A T A

%age of existing curriculae reviewed 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

New curriculae developed 1 8 1 8 1 1 1 1 21 21 36 36 1 7 1 7 1 8 1 8 27 27 1 6 1 6 21 21

Contact days per semester 90 90 75 75 90 80 90 90 90 90 90 77 90 90 90 75 90 82

ndstudent projects undertaken by - 15 - 50 - 46 - 25 - 32 - 60 - 74 - 127 - NIL

Average student drop out rate 1 0 2 1 1 MPECS 2 6 3 3 0.5 3.49 5 4 MPECS ~ 15 4.2

Average %age of rural students 65 67 60 60 40 35 22 20 60 60 1 0 19.5 551 52 25 37 70 64

Average %age of SC/ST categories 24 24 25 10 21 37 20 23 12 45 33 36 38 33 28 24.3 20 22.6

%age of women students 18a 16.5 20 26 1 5 26 25 28.4 25 45 25 45 27 29 25 28 22 22.6

Teacher-student ratio 1:15 1:13.3 1:15 1:13.5 1:15 1:12 '1:15 1.17.3 1:15 1:14.7 1:15 1:12.6 1:15 1:12 1:15 1:10 1:15 1:10.6

Polytechnics with programme flexibility 3 3 1 1 21 21 1 1 2 2 5 34 NIL NIL 16 118 4 4

Polytechnics awarded autonomy * 1 2 7 NIL NIL 1 1 NIL 10 NIL NIL I1 7 1 3 NIL NIL 2 2

Time taken to publish student results, 4 5 6 6 3 3 6 6 6 8 4 6 4 6 4-8 5-6 6 8weeks__ ___ _ _ _ _ __ _ _ __ _ _

%age of students employed in their field 95 95 90 90 100 100 10 5 80 80 90 80 75 43 90 90 90 85

T- Target A - Achievement

MPECS - Refers to Multi Point Entry and Credit System which, when introduced, tends to reduce the drop out rate to negligible value. MPECS has been introduced in almostall project polytechnics in the specific states against which it is mentioned.

*Time taken to publish results indicates the average duration on weeks between and of technical examinations and the date of publishing results.

ANNEXE - III

STRATEGIES ADOPTED BY PROJECT STATES TO ENHANCE WOMEN'SPARTICIPATION

* RESERVATION OF SEATS FOR WOMEN STUDENTS IN CO-EDPOLYTECHNICS: Bihar, Gujarat, Karnataka, Madhya Pradesh, Orissa andRajasthan have introduced reservation varying from 20% to 30%.

* NUMBER OF POLYTECHNICS STARTED EXCLUSIVELY FOR WOMEN: 19new women polytechnics and 9 wings for women in co-ed polytechnics havebeen established offering on an average 4 courses in each new polytechnic and2 in each new wing.

* PUBLICITY ABOUT COURSES, CAREER GROWTH AND EMPLOYMENTOPPORTUNITIES THROUGH MASS MEDIA: Video programmes weredeveloped and exhibited to prospective students in schools. Brochures andcatalogues about technician prospects were widely circulated.

. PRE-ENTRY COUNSELLING MEETINGS WITH PROSPECTIVE WOMENSTUDENTS AND THEIR PARENTS: Visits by polytechnic faculty have beenorganised to create awareness and to encourage school students to opt forpolytechnic education.

. SPECIAL COURSES FOR REGULAR WOMEN STUDENTS: Courses likeinterior decoration, computer aided costume design and dress making, beautyculture, architecture, office management, electronics and computer applicationhave been introduced in polytechnics.

. PROVISION OF HOSTEL ACCOMMODATION/TRANSPORT FACILITIESFOR DAY SCHOLARS : Efforts have been made to provide hostel facilities toabout 30% of women students and to provide transport to maximum number ofdaily commuters.

* SCHOLARSHIPS AND FREESHIPS: Goa, Gujarat, Karnataka, Kerala,Madhya Pradesh, Orissa and Uttar Pradesh provide scholarships to a largenumber of students, while Rajasthan provides free tuition to all women students.

* STRATEGIES DRAWN FROM RESEARCH STUDIES, SEMINARS ANDWORKSHOPS: Conduct research, organise workshops and seminars anddevelop strategies based on the outcomes of these, for enhancing participationof women.

* GENDER SENSITIVITY TRAINING IN SELECTED INSTITUTIONS: Organisedspecially at the TTTIs for male Principals and faculty of co-ed polytechnics andofficers from State Directorates to create awareness about special needs ofwomen.

* GUIDANCE/ COUNSELLING CELL TO PROVIDE ACADEMIC ASSISTANCE:Guidance/counselling is given to students on choice of courses, careeropportunities and personal concerns and issues.

* ENTREPRENEURIAL SKILL DEVELOPMENT AND OPPORTUNITIES TOINTERACT WITH WOMEN ENTREPRENEURS: Special efforts have beenmade to empower women to become self-employed.

* PLACEMENT SERVICES PROVIDED : Campus interviews organized forgetting employment to passout.

* INITIATIVES TAKEN TO PERSUADE INDUSTRIES TO PROMOTEEMPLOYMENT OF WOMEN PASSOUTS: Workshops, seminars anddiscussions have been organised with the Confederation of Indian Industry andother organisations.

. CONTINUING EDUCATION OPPORTUNITIES FOR WOMEN PASSOUTSCourses have been organised for updating/retraining of working women.

ANNEXE - IV

FACILITIES FOR PHYSICALLY HANDICAPPED

TWO INSTITUTIONS ESTABLISHED EXCLUSIVELY FOR THEDISABLED AT MYSORE (KARNATAKA) AND KANPUR (UTTARF DISABLED CATEGORIES CURRENTLY ADMITTED -

ORTHOPAEDICALLY DISABLED, DEAF AND DUMB.

[ ADMISSIONS ON ALL INDIA BASIS THOUGH 50% SEATSAT MYSORE INSTITUTE RESERVED FOR KARNATAKA

COURSES CURRENTLY OFFERED - COMPUTER SCIENCE/ ENGG.,ARCHITECTURE AND COMMERCIAL PRACTICE WITH MORE COURSESPLANNED FOR FUTURE.

ACADEMIC AUTONOMY AT BOTH INSTITUTES THOUGH STUDENTCERTIFICATION CURRENTLY BY BOARD OF TECHNICAL EDUCATION.FINANCIAL AND ADMINISTRATIVE AUTONOMY GRANTED TO KANPURINSTITUTE AND PARTIAL FINANCIAL AND ADMINISTRATIVEAUTONOMY TO MYSORE INSTITUTE.

PHYSICAL STRUCTURE OF BOTH BUILDINGS ALLOWS EASYMOBILITY BETWEEN CLASSROOMS, LABORATORIES AND

LABORATORY EQUIPMENT DESIGNED FOR OPERATION BYTHE DSABLED WITH MINIMUM DIFFICULTY.

[NATURAL LIGHTING ARRANGEMENTS IN CLASSROOMS

COMPLETE PROVISION OF TEACHING FACULTY, MOST OFTHEM SPECIALLY TRAINED IN INDIA OR ABROAD.

| CO-CURRICULAR AND EXTRA-CURRICULAR FACILITIES|

INTEGRATION OF THE DISABLED WITH REGULAR STUDENTSIN THE SAME CAMPUS BEING ATTEMPTED.

MEDICAL AND PHYSIO-THERAPIC FACILITIES EASILYAwfQQIMI = Akin DQVCIWr%l r%flfQTQ ATTAf^rWn cflD

EMPLOYMENT ACCESS PROVIDED TO PASSOUTS.

BOTH INSTITUTES PLANNED AND DESIGNED THROUGHCOLLABORATION OF MULTIPLE AGENCIES FOR CONSTRUCTION,EQUIPMENT ACQUISITION AND DEVELOPMENT, SELF LEARNINGFACILITIES DEVELOPMENT AND RECREATIONAL FACILITIES.

ANNEXE-V

STAFF DEVELOPMENT ACHIEVEMENT

POLY. TEACHERS TRAINED IN INDIA 7806

BI-500- G-5

9000

8000 EaTARGET ; _|___l_l__

7000 X ACHIEVEMENT OR

OD_ _ _ _ __ _ _ _ __ _ _ _ _RA-634- .

cn 6000 Lo t^_

z Mo 5000 OR-278- 790

wIL 3000 POLY. TEACHERS TRAINED ABROAD - 95

.W..s.~~~~~~~~~~~~~~~~~~~~~~~~~B -1 /-G -15 t

2000LO 00~~~~~~~~~~~~~~~~~~~~~~(

1000 co U *

B1 GO GU KA KE MP OR RA UP R-

STATESOR KA1

OR-5~~~~ MP-19K -

BI-BIHAR; GO-GOA; GU-GUJARAT; KA-KARNATAKA; KE-KERALA; MP-MADHYA PRADESH; OR-ORISSA; RA-RAJASTHAN; UP-UTTAR PRADESH

ANNEXE-VI

DIVERSE DIMENSIONS OF STAFF DEVELOPMENT

(A) QUALIFICATION IMPROVEMENT:

States have sponsored about 3% of their regular teachers for programmes leadingto Master's degrees in New Technologies and in Technician Education, Bachelor'sdegrees in Technologies, and Diploma in Technical Teaching offered by the fourTTTIs, Regional Engineering Colleges and State Engineering Colleges. Theselong-term programmes aimed at the development of professionalism, leadershipand technical knowledge among teachers which can be applied to instructionalactivities.

(8) SHORT-TERM PROGRAMMES FOR EXPERIENCED TEACHERS:

Mostly offered by the four TTTIs, the variety in these programmes is significant,enveloping technological content updating; developing skills in curriculum design,student assessment, instructional methods, transacting with industry, mediadevelopment, community services and computer application.

(C) INDUSTRIAL TRAINING OF TEACHERS:

Nearly 800 teachers from various project polytechnics were placed in industries forgetting acquainted with new technology processes and products and developing acomprehension as to how this knowledge can be transferred to the classroom. Inaddition, workshop and laboratory staff (15%) were trained in industry for becomingaware of the modern industrial and maintenance practices. The TTTIs along withTPOs and industrial executives organised this training in different locations.

(D) INDUCTION TRAINING OF TEACHERS:

Most of the states, as a matter of policy, made it necessary that newly recruitedregular teachers had to undertake one to two months induction training during theirprobation at the TTTIs or their extension centres. The objectives of induction trainingwere to develop in teachers necessary classroom and laboratory instructional skills.

(E) MANAGEMENT DEVELOPMENT:

Mainly meant for Principals, senior faculty of polytechnics and executives of statelevel units, a series of management development programmes were conducted.These programmes related to the concept and utilisation of institutional autonomy,team development, leadership, decision making and problem solving, managingpeople at work and project management.

* Due to stringent state regulations, only regular teachers could be trained in outstationprogrammes. This restricted the number of teachers who could be trained in the TTTIs and othertraining organisations. To overcome this problem, the TTTIs had to conduct in-house programmesin polytechnics or for a cluster of polytechnics.

* Apart from the TTTIs, which undertook the major share of staff development effort, otherorganisations which contributed were industry, the IlTs and IlSc and some engineering colleges.

* IlTs - indian Institutes of Technology* llSc - Indian Institute of Science, Bangalore* TPO - Training and Placement Officer in polytechnics

ANNEXE - VII

LEARNING RESOURCES DEVELOPMENT AND UTILISATION

LRs PRODUCED LRs PROCURED FOR UTILISATION

STATE OHP Trans Learning Lab Video Multi- OHP LerigLb Video CAlparencTesAPackagesEModels Progra- media/CAI Trans- Leanin L Progra- Pack-

parenies ackags Maualsmmes Packages parencies Packages oes Manuals mmnes ages

BIHAR 75 8 NIL 2 1 NIL 270 6 8 2 38 NIL

GOA 100 32 2 6 3 1 190 24 3 4 4 NIL

GUJARAT 90000 63 60 26 2 NIL NIL NIL NIL NIL 793 110

KARNATAKA 25 NIL 2 15 NIL 2 200 NIL 5 1 60 20

KERALA 38 NIL NIL NIL NIL NIL 10 15 30 5 250 NIL

MADHYA PRADESH 1331 4 2 50 12 NIL NIL 842 NIL NIL NIL NIL

ORISSA 3550 26 146 859 162 16 4515 116 130 650 608 31

RAJASTHAN 2190 164 48 6 NIL NIL 903 NIL NIL NIL 214 NIL

UTTAR PRADESH 85 18 1 8 4 NIL 8825 NIL NIL NIL 1244 NIL

TOTAL (A) 97394 315 261 972 184 19 14913 1003 176 662 3211 161

TTTI BHOPAL 73* 46 73 206 17 o CAI -ComputerAided Instruction

TTTI CALCUTTA 320* 50 25 24 10 o Models - 3 Dimensional or Working Models

TTTI CHANDIGARH 202* 77 12 185 16 o Lab Manuals - Laboratory Manuals

TTTI CHENNAI 65* 20 20 38 10

TOTAL (B) 660 193 130 453 53

CAI - Computer Aided Instruction * Transparancy sets in TTTIs

ANNEXE ViII

SAMPLE LIST OF Hi-TECH EQUIPMENT ACQUIRED

1. CNC Trainer Lathe 21. Universal EPROM Programmer

2. CNC Mill Trainer 22. Microprocessor Trainer Kit

3. Flexible Manufacturing System 23. Two Colour/Four Color Printingmachine

4. TIGIMIG Welding Equipment 24. Wab Offset Printing Machine

5. Pneumatic Circuit Trainer 25. Spectrum Analyser

6. Oil Power Hydraulic Trainer 26. Microwave Test Bench

7. Computerised IC Engine Test Bed 27. Logic Analyser

8. Magnetic Crack Detector 28. Exhaust Gas Analyser/Smoke DensityMeter

9. Surface Roughness Tester 29. Electronic Digital Display Balances ofdifferent ranges

10. Pneumatic Comparator 30. Moulding Machine Operated byCompressed Air

11. Electronic Comparator 31. Audio Video Work station

12. Diesel Injection Pump Test Bench 32. Video Data Projector

13. Experimental Vapour Absorption 33. Experimental Equipment- DomesticSystem Air Conditioners

14. CAD/CAM Work Station with 34. Induction Heating AppartusPeripherals & Software

15. Instrumentation Trainer 35. Induction Hardening Machine

16. 60 and 100 MHz Oscilloscopes 36. Electrical Machines Test Unit

17. Pneumatic Pressure Transmitter 37. Metallurgical Microscope/Tool RoomMicroscope

18. Dielectric Heating Unit 38. Test Rig for Testing Different Types ofIC Engines

19. Electronic Distance Measuring 39. Digital TheodoliteInstrument (EDM)

20. Electronic Direct Sheave Test 40. Micro Optic TheodoliteApparatus

ANNEXE -IX

STUDENTS BENEFITTED FROM INDUSTRY - INSTITUTE - INTERACTION DURING PROJECT PERIOD

61 GO K

NUMBER OF STUDENTS BENEFITTED K

GUEST

STATE INDUSTRIAL LECTURES CAMPUS BYTOA

VISITS INDUSTRIAL INTERVIEWS TOAEXPERTS

(1) (2) (3) (4) (5)

BI 270 50 260 580

GO 600 300 500 1400

GU 3739 1546 2352 7637

KA 250 150 300 700

KE 2983 2520 60 5563

MP 18882 4543 3181 26606 21

OR 11041 843 527 12411

RA 9448 9949 1530 20927

UP 38780 33903 3776 76459

TOTAL 85993 53804 12486 152283

ANNEXE-XSTUDIES CONDUCTED DURING TECHNICIAN EDUCATION PROJECT

S. NO. AREA NUMBEROF STUDIES

1. Faculty & Staff Recruitment Development 152. Construction and Equipment acquisition 043. Curriculum Development 114. Curriculum Delivery and Learning Resources

Development and use 125. Interaction with industry 076. System and Institutional Management 167. Project Output & impact 078. Continuing Education & Distance learning 109. Entrepreneurial Skill Development 0510. Avenues of Career growth and Employability 0911. Women's Participation 0812. Services/Facilities for Students 0313. Community Polytechnics 0714. MIS/utilisation of Computers Centres 0315. MPECs 1016. Environmental Issues 04

TOTAL 131

A SAMPLE OF MAJOR STUDIES COMPLETED DURING THEPROJECT

S.NO. STUDY IMPACT OF STUDY

1. Assess recruitment cycle time for Recommendations forwarded to states,polytechnic teachers AICTE and MHRD for improvements

2. Job description of technicians Curricula revisionemployed in High-Tech industries

3. Women's education and employment Recommendations adopted by projectin technical fields. states .

4. Review the process of equipment Recommendation forwarded to DGS&Dprocurement for project states by and recipient states.DGS&D.

Change in NPIU's role.5. Status of student training & placement Recommendations adopted by states to

services being provided in polytechnic improve effectiveness of training andsystem placement services

6. Internal revenue generation by Guidelines and innovative strategiesTechnical Institutions in the Southern evolved and circulated to polytechnicsRegion. _

7. Utilisation of newly acquired Assessment of suggestions to improveequipment in Polytechnics utilisation for SPIUs and polytechnics

ANNEXE-Xi

INTERNAL REVENUE GENERATION (IRG) MODE OF GENERATION

C ENHANCEMENTOF FEES FOR

Bl 2110 - 1 5.175 REGULAR

GO 7_4 Z8 I CONTINUINGGO ' ¢ 2 7.4 8 EDUCATION

SERVICEGU1111111Th 1IInI11III[ h >innO 145.502 0TESTING AND

CALIBARATION

KEJ E} _ [mmlM mmmEE ' 3.717 *CONSULTANCIESKE ~~~~~~~~~~~~~~~~ ~~~~~~~~~ ~~A3.717

U,MP 1 _4.215 LE PRODUCTION

CENTRES

OR 25.220

MOTHERSRA I[ 19.238 EOHR

UP :$cs r k e; .r k l 119.405

0 5 10 15 20 25 30 35 40 45 120

RS. IN MILLION

ANNEXE-X_l

CONSOLIDATED FINANCIAL PROFILE OF THE PROJECTAS ON 31-12-98 (CR - 2130 IN)

3000.00 -Li)

UTOTAL ALLOCATION U) 0

2500.00 cm

CUMMULATIVE EXPENDITURE

z 2000.00 __-_E__

E BCUMMULATIVE REIMBURSEMENT N c

Z 1500.00 _ . . |r___---- .

i i - - ii 1.l ll l

0.. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~..C

BIHAR GOA GUJARAT KARNATKA KERALA MADHYA ORISSA RAJASTHAN UTTAR TTTls & NPIUPRADESH PRADESH

STATES

1. Total Current Allocation Rs.9991.118 million; Cummulative Expenditure Rs.9774.238 million; Cumulative Reimbursement Rs.8018.642 m il11 i o n

NOTE: (As on 31-12-98)2. Some applications for reimbursement are in pipeline which are yet to be cleared .The expenditure data furnished by the states is as of 31 -12-98.

3. During the project period, the exchange rate for SDR versus Rupees has been consistently changing. This has resulted into change in the project cost and

expenditure in Rupees from time to time.

ANNEXE - XillCONTRIBUTION OF TTTIs

S. ACHIEVEMENTS DURING BHOPAL CALCUTTA CHANDIGARH CHENNAI TOTALNO. PROJECT PERIOD

Long-Term Masters and Diploma

1 Programmes for Polytechnic 203 135 244 318 900Teachers (No. of Participants)

and Ph.D

2 Industrial Training of Polytechnic 1103 158 95 120 1476Teachers(No. of participants)

Short Term Training ofPolytechnics in Hi-Tech,

3 Management, Curriculum 36496 3956 15078 11500 67030Development etc (Participant

Weeks)

Curriculum DevelopmentCentres, Learning Resources

4 Utilization centres and Cells, 381 131 266 347 1125Industry Institute Interaction

Centres and Cells established.

5 Computer Centres established in 89 56 119 86 350States

6 New Hi- Tech, Polytechnic 94 58 38 59 249Programmes initiated

7 Women's Counselling Cells 104 10 33 10 157established in Polytechnics.

8 Polytechnic Experiments in 46 11 25 12 94Course Flexibility.

9 Polytechnic Experiments in 28 7 2 10 47Institutional Autonomy

Development of State Project10 Units and Lead Centre 20 4 23 17 64

Polytechnics.

11 Polytechnics assisted. 138 86 129 178 531

12 Hi-Tech Currriculae developed 67 58 24 59 208for States

13 Industries linked with 310 190 300 145 945

14 IRG from industrial consultancies 301 55 128 192 676in Lakhs of Rupees

* The role of the TTTIs include dimensions like faculty and staff development, facilitating polytechnicsand state in introducing change and reforms, intervening in situations where the project progresswas impeded, developing hi-tech instructional resources, and helping states and central governmentin the formulation of operational policy and strategies. TTTis also offer consultancy and continuingeducation services to industry and community.

ANNEXE - XIV

FUTURE PERSPECTIVES

| ~~SUSTAINING PROJECT GAINS

STRONG LINKAGES WITH INDUSTRY AND ACTIVEPARTICIPATION OF INDUSTRY IN INSTITUTIONAL DEVELOPMENT

INTRODUCTION OF PROGRAMME FLEXIBILITY FACILITATINGVERTICAL MOBILITY OF STUDENTS AND WORKING PERSONNEL

DEVELOPMENT OF MORE AUTONOMOUS INSTITUTIONS

SUSTENANCE OF STATE LEVEL INFRASTRUCTURES ANDOPERATIONS

PLANNED STAFF DEVELOPMENT ON A CONTINUING BASIS

INTRODUCTION OF MARKET-ORIENTED PROGRAMMES

|PROVISION OF ADEQUATE PLAN FUNDS TO SUSTAIN GAINS AND|INSTITUTIONAL DEVELOPMENTl

IMPLEMENTATION COMPLETION REPORT INDIA...

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